1. The document discusses various strategies for promoting reading, including finding time to read each day, using ebooks and audiobooks, engaging students with book talks and displays, and addressing gaps in students' reading ranges. 2. It also provides ideas for using technology tools like apps, social media, and online resources to discover new books and reading recommendations. 3. The final section describes the characteristics of someone with a reader's heart, noting that an avid reader enjoys reading for its own sake and sees books as entertaining, informative, and emotionally engaging.

1.  
With
Teri Lesesne (rhymes with insane)
Sam Houston State University
Department of Library Science
@professornana

2. www.slideshare.net/professornana

3. http://my.yapp.us/S2QMC3

5.  Edge time (Donalyn
Miller)
 Priority time
 Class time

6.  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)

7.  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
calendar.

9.  Picture books
 Graphic novels
 Quick reads
 Poem or story a day

17. “Once upon a time there were three dinosaurs: Papa Dinosaur,
Mama Dinosaur, and some other Dinosaur who happened to be
visiting from Norway.”

18. –
 Setting
 Main characters
 Motif
 Archetype
 And…it’s going to be
funny!
Plus it addresses this
CCSS (anchor standard):
Write narratives to develop
real or imagined
experiences or events
using effective technique,
well-chosen details,
and well-structured event
sequences

19.  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)

24.  create multi-paragraph essays
to convey information about a
topic that:
 (i) present effective
introductions and concluding
paragraphs;
 (ii) guide and inform the
reader's 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;

25.  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
understanding.
 Students are expected to
explain how authors create
meaning through stylistic
elements and figurative
language emphasizing the
use of personification,
hyperbole, and refrains.

27.  (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 author's viewpoint;
and
 (D) synthesize and make logical
connections between ideas within
a text and across two or three
texts representing similar or
different genres.

28.  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?

35.  (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.

36.  
Scaffolding, Visual Literacy, and More

38.  Who is important in
this picture on the
cover?
 What can we tell from
looking at him?
 What do the other 2
on the cover think?

51.  Where are they?
 Where would we like
them to head next?
 What is our ultimate
goal?

65.  What do they like?
 What will move them horizontally?
 What will push them a bit?
 What might be a diagonal move?

66.  
#readadv

67.  Booktalks
 Read Alouds
 Displays

74.  New Books
 Oldies but Goodies
 Banned Books
 Abandoned Books

75.  Mind the Gap
 Crossing bridges
 Challenging comfort
zones

76.  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.

77.  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

78. Apps
eBooks
Audiobooks

79.  What is an app?
 Why should I care?
 How do I find recommendations of good ones?

80.  
Tech Tools for Books and Reading

91. 1. Use Vine of
ALL 8 ideas can be found at:
http://www.readinghorizons.com/blog/8-ways-to-use-
vine-for-reading-instruction-in-classroom

106.  Net Galley
 Kindle Sales
 Facebook promos
 Free first chapters

107.  Start with award winners
o Odyssey www.ala.org/yalsa
o Amazing Audio www.ala.org/yalsa
o Notable Recordings www.ala.org/alsc
o Audies www.audiopub.org/audies

114.  New books
 Old books

115.  Divergent Survey
1. Ad
2. Amazon
3. Browsing
4. Friend
5. Goodreads
6. Librarian
7. Teacher
8. Trailer
 See if you can rank
order these 8 as kids
did. And then rank
order them as YOU
would find them useful.

116. Kids
1. Teacher
2. Friend
3. Librarian
4. Browsing
5. Ad
6. Amazon
7. Goodreads
8. Trailer
YOU
 And are there other
considerations for YOU?
o Twitter
o Facebook
o Book clubs
o ???

117. Front List
 The Mark of Athena (Heroes of
Olympus #3). Rick Riordan. Disney-
Hyperion (1,425,754).
 The Third Wheel (Diary of a Wimpy
Kid). Jeff Kinney. Abrams/Amulet
(1,401,799).
 The Serpent’s Shadow (Kane
Chronicles #3). Rick Riordan. Disney-
Hyperion (783,180)
 Tales From a Not-So-Graceful Ice
Princess (Dork Diaries #4). Rachel
Renée Russell. S&S/Aladdin (727,660)
 Insurgent. Veronica Roth.
HarperCollins/Tegen (615,411)
 Tales From a Not So Smart Miss
Know-It-All (Dork Diaries #5). Rachel
Renée Russell. S&S/Aladdin (607,929)
Back List
 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,
1971
 The Cat in the Hat. Dr. Seuss. Random
House, 1957

118. Front
 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
(382,984)
 Justin Bieber: Just Getting Started. Justin Bieber. HarperCollins
(340,088)
 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.
Holt (316,696)
 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)
Back
 Oh, the Places You’ll Go! Dr. Seuss. Random
House, 1990
 The Wimpy Kid Do-It-Yourself Book. Jeff Kinney.
Abrams/Amulet, 2011 (446,123)
 Dr. Seuss’s ABC (board book). Dr. Seuss. Random
House, 1996
 Guess How Much I Love You (board book). Sam
McBratney, illus. by Anita Jeram. Candlewick, 1995
(414,455)
 Brown Bear, Brown Bear, What Do You See? (board
book). Bill Martin Jr., illus. by Eric Carle. Holt, 1996
(385,126)
 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
(354,797)
 Mr. Brown Can Moo! Can You? (board book). Dr.
Seuss. Random House, 1996
 Princess Bedtime Stories. Disney Press, 2010
(314,104)

150.  
Dust off some neglected books

170.  Fighting censorship

174.  Resources
 Recommendations

186.  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.

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