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This document discusses different criteria for choosing books to read, including genre preferences such as poetry, prose, and drama. It also explores various motivations for reading books such as learning, travel, and entertainment. Finally, it examines contexts for reading books such as on transportation, during free time, or while waiting versus alternatives like watching television.
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Midterm Assignment
This document provides guidance for teachers to talk to students about their favorite books. It recommends that teachers first share their own favorite book from childhood to build rapport. Teachers should ask students open-ended questions about what they enjoy in their favorite stories and explain how sharing literary preferences is important. The document also offers ideas for incorporating favorite books into the classroom through a library, independent reading time, and activities like silent reading, show and tell, or watching a movie adaptation.
Summary report reading habit
The document summarizes key findings from a study on reading habits of 380 children aged 6-10 years. It found that around half of children read daily, with interests varying by age and gender. For both boys and girls, factors like cover page color and images were more influential in choosing books than title or author. The number one influence on developing reading habits was found to be family members. Benefits of reading included brain development, knowledge gain, and improving creative and cognitive skills.
Nonfiction Favorites Penn State York Williams
This document provides information from Michael Williams about using nonfiction books in elementary school classrooms. It discusses the importance of nonfiction, gives examples of nonfiction genres and books, and recommends authors of nonfiction books. It suggests ways to use nonfiction books such as learning about topics, providing facts, research, vocabulary, and comparing fiction and nonfiction on the same topic. The document encourages teachers to select a nonfiction book to use in their classroom and think about how they would teach it through activities and address any concerns about using the book. The most important thing learned is the strong emphasis on and benefits of using informational texts with students.
Slavery Module: LessonOne
This document provides guidance for teaching a lesson about the short story "The People Could Fly" by Tobias Wolff. It includes discussion questions to analyze the story's themes of slavery and empowerment. Students are instructed to work with partners to discuss the story and complete a note-catcher identifying powerful phrases, images, the overall theme, and how the language and images create meaning. The lesson aims to examine how this folktale gave slaves a tool to cope with their situation and why its message still resonates today.
Librarian Language Arts Collaboration
Shannon Foley
TCEA 2013
Librarians Academy
Collaboration Using "The Book Whisperer" and Social Media
ZPD konference. Asne Tirzīte
This document summarizes a student's research project on children's literature in English. The student conducted a survey to determine if children's literature contains deeper themes for adults and analyzed popular books like Alice's Adventures in Wonderland and the Harry Potter series. The research found that children's literature is complex and includes adult themes like social classes, monarchy, racism, and war. It also contains authors' views and stories, rhymes, dramas, and notable writers like Lewis Carroll, Rudyard Kipling, and A.A. Milne.
Defining and Valuing Children's Literature
There are differing views on what constitutes children's literature. Some define it as literature written for children, while others say it is literature that children read regardless of the intended audience. C.S. Lewis argued that the best children's stories can be enjoyed by both children and adults. Defining children's literature is difficult as views differ on whether a distinction should be made between children's and adult literature. Children's literature is valuable as it can spark children's imaginations and be their first exposure to beautifully written language.
What is children's literature
Children's literature, also called juvenile literature, consists of stories and poems targeted primarily at or enjoyed by children. It can be categorized by genre such as picture books, traditional literature, fiction, non-fiction, biography, autobiography, poetry, and verse. It can also be categorized by intended age such as picture books for ages 0-5, early readers for ages 5-7, chapter books for ages 7-12, and young adult literature for ages 12-18.
Recommended
Midterm Assignment
This document provides guidance for teachers to talk to students about their favorite books. It recommends that teachers first share their own favorite book from childhood to build rapport. Teachers should ask students open-ended questions about what they enjoy in their favorite stories and explain how sharing literary preferences is important. The document also offers ideas for incorporating favorite books into the classroom through a library, independent reading time, and activities like silent reading, show and tell, or watching a movie adaptation.
Summary report reading habit
The document summarizes key findings from a study on reading habits of 380 children aged 6-10 years. It found that around half of children read daily, with interests varying by age and gender. For both boys and girls, factors like cover page color and images were more influential in choosing books than title or author. The number one influence on developing reading habits was found to be family members. Benefits of reading included brain development, knowledge gain, and improving creative and cognitive skills.
Nonfiction Favorites Penn State York Williams
This document provides information from Michael Williams about using nonfiction books in elementary school classrooms. It discusses the importance of nonfiction, gives examples of nonfiction genres and books, and recommends authors of nonfiction books. It suggests ways to use nonfiction books such as learning about topics, providing facts, research, vocabulary, and comparing fiction and nonfiction on the same topic. The document encourages teachers to select a nonfiction book to use in their classroom and think about how they would teach it through activities and address any concerns about using the book. The most important thing learned is the strong emphasis on and benefits of using informational texts with students.
Slavery Module: LessonOne
This document provides guidance for teaching a lesson about the short story "The People Could Fly" by Tobias Wolff. It includes discussion questions to analyze the story's themes of slavery and empowerment. Students are instructed to work with partners to discuss the story and complete a note-catcher identifying powerful phrases, images, the overall theme, and how the language and images create meaning. The lesson aims to examine how this folktale gave slaves a tool to cope with their situation and why its message still resonates today.
Librarian Language Arts Collaboration
Shannon Foley
TCEA 2013
Librarians Academy
Collaboration Using "The Book Whisperer" and Social Media
ZPD konference. Asne Tirzīte
This document summarizes a student's research project on children's literature in English. The student conducted a survey to determine if children's literature contains deeper themes for adults and analyzed popular books like Alice's Adventures in Wonderland and the Harry Potter series. The research found that children's literature is complex and includes adult themes like social classes, monarchy, racism, and war. It also contains authors' views and stories, rhymes, dramas, and notable writers like Lewis Carroll, Rudyard Kipling, and A.A. Milne.
Defining and Valuing Children's Literature
There are differing views on what constitutes children's literature. Some define it as literature written for children, while others say it is literature that children read regardless of the intended audience. C.S. Lewis argued that the best children's stories can be enjoyed by both children and adults. Defining children's literature is difficult as views differ on whether a distinction should be made between children's and adult literature. Children's literature is valuable as it can spark children's imaginations and be their first exposure to beautifully written language.
What is children's literature
Children's literature, also called juvenile literature, consists of stories and poems targeted primarily at or enjoyed by children. It can be categorized by genre such as picture books, traditional literature, fiction, non-fiction, biography, autobiography, poetry, and verse. It can also be categorized by intended age such as picture books for ages 0-5, early readers for ages 5-7, chapter books for ages 7-12, and young adult literature for ages 12-18.
Fall 2016
This document provides summaries for various books organized by genre and themes that readers might enjoy. Each section is titled "For Readers Who Like" followed by several keywords and ends with the title of a recommended book. There are over 80 sections that suggest books for readers interested in topics like animals, mysteries, historical fiction, sports stories and more.
Survey conclusion in Biella 2013
The document summarizes the results of a survey conducted by a transnational working group on gender, age, school subjects, spare time activities, reading habits, and language preferences of students in several European countries. Some key findings include:
- Males made up 55% of respondents overall, except in Sweden which had 85% males.
- The most common ages of respondents were 16 and 15 overall, though there was some variation between countries.
- Popular school subjects included natural science, history, and computer studies. Religion was generally disliked.
- Students enjoyed spending spare time on social media, sports, and with friends, but disliked activities like video games and reading.
- Most respondents read
Library orientation 2014
This document provides an overview of library policies and programs for students at Forest Street School. It introduces the library staff, Ms. Knight and Mrs. Meredith, and outlines proper behavior expectations. Students are instructed on checking out books, using computers, participating in reading challenges and book awards. The library offers various activities throughout the year to promote reading.
"I don’t really read..." how to trick reluctant readers into becoming readers
Presented in a breakout session at the Manitoba Reading Association Adolescent Literacy Summit in Winnipeg on April 10, 2015
I have added sample reader survey questions and a list of the kinds of books we find reluctant readers will read
Books and readers
This document contains a series of activities testing knowledge of different types of books and reading comprehension. It begins with matching terms like novel, atlas and biography with their definitions. Later activities involve filling in blanks with prepositions, identifying odd terms out, and matching book titles with genres. The reading passage discusses how television has not replaced reading as newspapers and books are still widely sold and read. It argues books provide knowledge, information and pleasure so homes should have dictionaries, atlases and other reference books as well as fiction.
Fall 2014
This is a presentation given at the Fall 2014 Westerville City Schools Waiver Day by Karen Yingling, Blendon Middle School Librarian. An annotated bibliography is available.
Books
Books provide portals to new worlds and perspectives, lifelong companions, and means to learn without judgment. They expose readers to new ideas and introduce them to people throughout history. Reading books can take one on adventures, help discover one's identity, and feel part of something larger. Libraries, bookstores, thrift stores, and e-readers offer access to books, which show more details than movies and offer journeys of self-discovery and learning.
Creating confident readers and writers
This document provides guidance and strategies for booktalking to engage readers. It begins with an overview of the presenters and agenda. It then discusses the importance of getting to know readers through reading autobiographies and surveys. Key factors that engage readers are identified, such as choice, access to books, response, and community. Strategies are presented for finding books, including using bestseller lists and blogs. Tips are provided for setting reading priorities and making time for reading. The document concludes with guidelines and examples for doing effective booktalks to promote books to readers.
Fall 2015 Final
This document provides summaries and recommendations for 100 middle grade books covering a variety of genres including horror, mysteries, historical fiction, sports stories, action/adventure, fantasy, books for girls and boys, and books promoting diversity. Each book or series is summarized in a few sentences noting key elements like time periods, locations, characters, and themes that readers might enjoy.
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The document discusses various aspects of libraries and information resources including:
1. Libraries serve different purposes - they provide resources for recreation, information, and inspiration.
2. Information resources come in various formats, sizes, styles, and levels of content from primary to tertiary materials.
3. Reference resources organize information for easy retrieval and include sources like dictionaries, encyclopedias, indexes, and more.
4. Libraries house different types of materials and serve different user groups and purposes from academic to public and national libraries. They provide knowledge on various topics.
Orientation0809 no-animation-1222703038315096-9 (1)
The document provides an orientation for new students on the library rules, staff, resources and services. It introduces the librarian, Ms. Trapani, and library assistant, Ms. Butler, who can help with book selection, research and computer questions. Students learn about the library hours, book checkout process, and types of materials available, including over 14,000 books, reference materials, audio books and technology for research. Basic rules for behavior and respecting the library are also outlined.
Orientation0809 no-animation-1222703038315096-9
The document provides an orientation for new students on the library rules, staff, resources and services. It introduces the librarian, Ms. Trapani, and assistant, Ms. Butler, who can help with book selection, research and computer questions. Students learn about the library collection including over 14,000 books, reference materials, audio books and technology for research. Basic rules include no food/drink, electronic devices, rudeness or violence and books must be returned on time.
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This document discusses three missing links for writing about a text: 1) Choosing a quality text that students can easily retell and discuss higher-level ideas about. It provides examples of quality texts like poems, speeches, and stories. 2) Having discussions about the text where students ask and answer different levels of questions to build a firm understanding before writing. It provides discussion strategies and examples of questions. 3) Using the right writing prompt that fits the type of writing, like a short answer or full essay. It emphasizes starting with the writing standard and backwards planning the discussion questions needed.
What? Why? How? Graphic Novels
This document provides an overview of graphic novels and manga, including how they are structured, major types, and their history and growing acceptance. It discusses how graphic novels use panels and illustrations to tell stories in a book format. Manga differs in being read from right to left. The document also outlines considerations for libraries in collecting, classifying, and promoting graphic novels and manga.
Let the Story Speak: On Sharing Stories with Young People
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This document discusses strategies for taking care of readers. It begins with an introduction to Teri Lesesne and her contact information. It then discusses Teri's childhood reading experiences and how her reading interests have changed over time. The bulk of the document focuses on establishing a TBR (to-be-read) stack or shelf, including what TBR means, how to set one up, and recommendations for best books from 2015. It provides tips for finding time to read, including using "edge time," making reading a priority, and allowing time for it in class. It discusses the importance of read-alouds and providing variety, including through audiobooks. It also discusses the role of the librarian in
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This document summarizes a study of the short story genre. It discusses key aspects of short stories like their varied styles, prevalent themes, and origins. Short stories expose students to different writing techniques and cultures. They often raise more questions than answers and teach literary concepts. The document analyzes several short stories and their lessons. It emphasizes including diverse stories, connecting themes to students, facilitating discussion, and having students write their own stories to make short stories accessible.
authorstudy
This document provides guidance on conducting author studies in the classroom. It explains that author studies can enhance students' love of reading by engaging them with a variety of topics and concepts to advance comprehension. The document recommends choosing an author with at least 10-15 books and making sure stories are age-appropriate. It outlines steps for introducing an author study, including creating a poster, reading books by the author, and incorporating activities like guessing games and writing prompts. Sample author study plans and rationales for the order of authors are also presented.
N Y C elem pres
This document provides many ideas and resources for elementary school librarians to use for grades K-6, including both low-tech and technical options. It suggests booktalks, displays of genres like poetry and graphic novels, read alouds, author studies, and using social media. Tech ideas include using Vine, SoundCloud, YouTube, websites and blogs. The goal is to promote reading, discuss new books, and engage students through diverse content and activities.
Graphnov vema 1
Nancy Hally presents on using graphic novels in elementary school libraries to promote reading for pleasure. She discusses how graphic novels can appeal to reluctant readers and engage students across demographics. Some recommended titles for elementary school libraries include Little Mouse Gets Ready, Luke on the Loose, Benny and Penny in Just Pretend, and Lunch Lady. Graphic novels can provide a fun, lower stress format and build reading confidence without compromising literacy.
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Fall 2016
This document provides summaries for various books organized by genre and themes that readers might enjoy. Each section is titled "For Readers Who Like" followed by several keywords and ends with the title of a recommended book. There are over 80 sections that suggest books for readers interested in topics like animals, mysteries, historical fiction, sports stories and more.
Survey conclusion in Biella 2013
The document summarizes the results of a survey conducted by a transnational working group on gender, age, school subjects, spare time activities, reading habits, and language preferences of students in several European countries. Some key findings include:
- Males made up 55% of respondents overall, except in Sweden which had 85% males.
- The most common ages of respondents were 16 and 15 overall, though there was some variation between countries.
- Popular school subjects included natural science, history, and computer studies. Religion was generally disliked.
- Students enjoyed spending spare time on social media, sports, and with friends, but disliked activities like video games and reading.
- Most respondents read
Library orientation 2014
This document provides an overview of library policies and programs for students at Forest Street School. It introduces the library staff, Ms. Knight and Mrs. Meredith, and outlines proper behavior expectations. Students are instructed on checking out books, using computers, participating in reading challenges and book awards. The library offers various activities throughout the year to promote reading.
"I don’t really read..." how to trick reluctant readers into becoming readers
Presented in a breakout session at the Manitoba Reading Association Adolescent Literacy Summit in Winnipeg on April 10, 2015
I have added sample reader survey questions and a list of the kinds of books we find reluctant readers will read
Books and readers
This document contains a series of activities testing knowledge of different types of books and reading comprehension. It begins with matching terms like novel, atlas and biography with their definitions. Later activities involve filling in blanks with prepositions, identifying odd terms out, and matching book titles with genres. The reading passage discusses how television has not replaced reading as newspapers and books are still widely sold and read. It argues books provide knowledge, information and pleasure so homes should have dictionaries, atlases and other reference books as well as fiction.
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This is a presentation given at the Fall 2014 Westerville City Schools Waiver Day by Karen Yingling, Blendon Middle School Librarian. An annotated bibliography is available.
Books
Books provide portals to new worlds and perspectives, lifelong companions, and means to learn without judgment. They expose readers to new ideas and introduce them to people throughout history. Reading books can take one on adventures, help discover one's identity, and feel part of something larger. Libraries, bookstores, thrift stores, and e-readers offer access to books, which show more details than movies and offer journeys of self-discovery and learning.
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This document provides guidance and strategies for booktalking to engage readers. It begins with an overview of the presenters and agenda. It then discusses the importance of getting to know readers through reading autobiographies and surveys. Key factors that engage readers are identified, such as choice, access to books, response, and community. Strategies are presented for finding books, including using bestseller lists and blogs. Tips are provided for setting reading priorities and making time for reading. The document concludes with guidelines and examples for doing effective booktalks to promote books to readers.
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This document provides summaries and recommendations for 100 middle grade books covering a variety of genres including horror, mysteries, historical fiction, sports stories, action/adventure, fantasy, books for girls and boys, and books promoting diversity. Each book or series is summarized in a few sentences noting key elements like time periods, locations, characters, and themes that readers might enjoy.
Records of human thoughts i
The document discusses various aspects of libraries and information resources including:
1. Libraries serve different purposes - they provide resources for recreation, information, and inspiration.
2. Information resources come in various formats, sizes, styles, and levels of content from primary to tertiary materials.
3. Reference resources organize information for easy retrieval and include sources like dictionaries, encyclopedias, indexes, and more.
4. Libraries house different types of materials and serve different user groups and purposes from academic to public and national libraries. They provide knowledge on various topics.
Orientation0809 no-animation-1222703038315096-9 (1)
The document provides an orientation for new students on the library rules, staff, resources and services. It introduces the librarian, Ms. Trapani, and library assistant, Ms. Butler, who can help with book selection, research and computer questions. Students learn about the library hours, book checkout process, and types of materials available, including over 14,000 books, reference materials, audio books and technology for research. Basic rules for behavior and respecting the library are also outlined.
Orientation0809 no-animation-1222703038315096-9
The document provides an orientation for new students on the library rules, staff, resources and services. It introduces the librarian, Ms. Trapani, and assistant, Ms. Butler, who can help with book selection, research and computer questions. Students learn about the library collection including over 14,000 books, reference materials, audio books and technology for research. Basic rules include no food/drink, electronic devices, rudeness or violence and books must be returned on time.
From Reading to writing
This document discusses three missing links for writing about a text: 1) Choosing a quality text that students can easily retell and discuss higher-level ideas about. It provides examples of quality texts like poems, speeches, and stories. 2) Having discussions about the text where students ask and answer different levels of questions to build a firm understanding before writing. It provides discussion strategies and examples of questions. 3) Using the right writing prompt that fits the type of writing, like a short answer or full essay. It emphasizes starting with the writing standard and backwards planning the discussion questions needed.
What? Why? How? Graphic Novels
This document provides an overview of graphic novels and manga, including how they are structured, major types, and their history and growing acceptance. It discusses how graphic novels use panels and illustrations to tell stories in a book format. Manga differs in being read from right to left. The document also outlines considerations for libraries in collecting, classifying, and promoting graphic novels and manga.
Let the Story Speak: On Sharing Stories with Young People
Meredith Ann Pierce is a fantasy writer and children's librarian. "Let the Story Speak" discusses why Meredith finds sharing stories is so important and details some of her favorite methods for doing so. This presentation was presented on 19 May 2009 for "Conversations in Children's Literatre," a series of talks sponsored by the University of Florida's Center for Children's Literature and Culture and by Goerings Bookstore, located in Gainesville, Florida.
Katy I S D
This document discusses strategies for taking care of readers. It begins with an introduction to Teri Lesesne and her contact information. It then discusses Teri's childhood reading experiences and how her reading interests have changed over time. The bulk of the document focuses on establishing a TBR (to-be-read) stack or shelf, including what TBR means, how to set one up, and recommendations for best books from 2015. It provides tips for finding time to read, including using "edge time," making reading a priority, and allowing time for it in class. It discusses the importance of read-alouds and providing variety, including through audiobooks. It also discusses the role of the librarian in
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authorstudy
This document provides guidance on conducting author studies in the classroom. It explains that author studies can enhance students' love of reading by engaging them with a variety of topics and concepts to advance comprehension. The document recommends choosing an author with at least 10-15 books and making sure stories are age-appropriate. It outlines steps for introducing an author study, including creating a poster, reading books by the author, and incorporating activities like guessing games and writing prompts. Sample author study plans and rationales for the order of authors are also presented.
N Y C elem pres
This document provides many ideas and resources for elementary school librarians to use for grades K-6, including both low-tech and technical options. It suggests booktalks, displays of genres like poetry and graphic novels, read alouds, author studies, and using social media. Tech ideas include using Vine, SoundCloud, YouTube, websites and blogs. The goal is to promote reading, discuss new books, and engage students through diverse content and activities.
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Let the Story Speak: On Sharing Stories with Young People
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Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
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- 2. Criteria of choise • Genre – some people prefer reading poetry • Some prose • Some drama
- 3. Poetry • Lyrical poems • Epic poems • Some people prefer reading collections of poems • balads
- 4. Prose • Historical books • Romances • Travelogues • Adapted TV stories • Fairy tales • Science fiction • Encyclopeadia • Autobiographies • Fables • Parodies • Legends • satire
- 5. Drama • Tragedies • Comedies • Historical plays
- 6. Motivation for reading books • People read to know more • To wide oneself´s vocabulary • After seeing the film they want to read a book about it • People read to learn languages • People want to know something about the country where they will travel – so they read guides, travelogues • People read science fiction because they are interested in development of science or maybe they believe in existence of aliens • Parents read fairly tales to children
- 7. Who reads books? • Students should read compulsory literature • Students who study literature • Older people who have much time • Children, young people and other in their free time
- 8. Reading books or watching TV, playing computer games? • Some people prefer watching TV because it is more comforable • TV replaced books • Computer games replace reading of books too • Internet, skype, facebook, ICQ replace reading books • Some people prefer reading newspapaer and magazines because they don´t have time to read
- 9. When do we read books? • Some people read books in bus, train • Some people like reading books during their holiday • Some people read books in hospital • Some people read books when they wait in waiting-room, at the airport • In present people read less than before
- 10. Your favourite author and genre • Who is your favourite author? • What is your favourite genre • Do you like reading? • Do you read often? • What do you prefer reading books or watching TV? • Do you have many books in your room? (book case)?