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Day 2 literacy palooza revised
This document provides an agenda and notes for a literacy education workshop. The agenda includes discussing questions from the previous day, using picture books as mentor texts, exploring blackout and highlight poetry techniques, remixing texts, exploring apps for literacy education, building professional learning networks via social media, and wrapping up. The notes provide additional details about using picture books to teach skills and genres, examining text structures, developing empathy and other literary elements, and exploring various apps and social media platforms for professional collaboration and outreach.
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Day 2 literacy palooza revised
- 1. Welcome Back! Day 2Literacy Palooza
- 2. Our Agenda ● Discussquestions from yesterday ● Using Picture Books ● Blackout and Highlight Poetry (Steal like an artist, Austin Kleon) ● Remixing ● APPS ● PLNs via social networks ● Wrap Up
- 3. Student book talks? Sourcesfor booklists? Narrative nonfiction? Choice/differentiation Stamina Read aloud selections Hi-Low Books--Orca and Lerner Abandoning books Advanced searches using Titlewave/Amazon Units--ladders Questions? Some answers.
- 4. HISTORY A DAYAT A TIME 4
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- 7. What are theaccess points?
- 30. Using Picture Books asmentor texts to provide choice to embed skills instruction to give more extensive reading opportunities
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- 32. Not just forkids: using picture books k-12
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- 37. Apply to otherbooks
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- 43. So how canwe use PB biographies? • As model for report writing • As model for narrative versus expository text differences • As model for handling “difficult” events in lives of the famous • As model for teaching about AUDIENCE • What else?
- 44. Your Turn Take apicture book (F&G) and complete a template
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- 50. This read aloudbrought to you by Mo Willems •“Once upon a time there were three dinosaurs: Papa Dinosaur, Mama Dinosaur, and some other Dinosaur who happened to be visiting from Norway.” 50
- 51. What does theopening sentence tell readers? ➢ Setting ➢ Main characters ➢ Motif ➢ Archetype ➢ And…it’s going to be funny! 51 Plus it addresses this CCSS (anch Write narratives to develop real or and well-structured event sequenc
- 52. ccssCCSS.ELA-LITERACY.CCRA.R.1 Read closely todetermine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. CCSS.ELA-LITERACY.CCRA.R.2 Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas. CCSS.ELA-LITERACY.CCRA.R.3 Analyze how and why individuals, events, or ideas develop and interact over the course of a text. 52
- 53. ccssCCSS.ELA-LITERACY.CCRA.R.4 Interpret words andphrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone. CCSS.ELA-LITERACY.CCRA.R.5 Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole. CCSS.ELA-LITERACY.CCRA.R.6 Assess how point of view or purpose shapes the content and style of a text. 53
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- 56. Celebrating Cultures Through extensivereading of stories, dramas, poems, and myths from diverse cultures and different time periods, students gain literary and cultural knowledge as well as familiarity with various text structures and elements. 56
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- 59. Focus on theart • Color • Media • Technique • Perspective • Composition
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- 66. New takes, oldtales
- 67. New Takes onold tales
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- 75. Don’t lose sightof the PB
- 76. Building Confidence as Writers Usingthe words of others
- 77. Black out and HighlightPoetry Using ARCs
- 84. Page taken from ZOMBIEBLONES by Brain James. Used Post-it tape to cover chosen words and then used paint over the paper. When dried, peeled off Post-it tape to reveal poem.
- 89. NOW IT’S YOURTURN • Take a page (or 2 or 3 or more) from one of the ARCs • Create a highlighter poem • Or create a blackout poem • You may work alone • Or you may work in groups • Work quickly • Don’t overthink this • Be prepared to share
- 90. And now forREMIXING... • Use F&Gs to create new interpretations of the stories. • You can focus the remix: character, theme, setting, etc. • Also helps kids learn summaries
- 95. Sketchnoting Follow Karin’s Sketchnotingon her Tumblr at: http://karinlibrariansketchnotes.tumblr.com Even Kathy Schrock talks about it. http://www.schrockguide.net/sketchnoting.html
- 96. Why Sketchnote? We areincredible at remembering pictures. Hear a piece of information, and three days later you'll remember 10% of it. Add a picture and you'll remember 65%. - Brain Rules by John Medina
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- 98. Paper and Pencil/Markers/Pens or Tablet/App/Stylus WhatDo You Need to Sketchnote?
- 99. You Don’t Haveto Be An Artist My VERY first sketchnotes. No color Stick Figures A lot of text April 27, 2015
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- 101. First Sketchnote taken fromYA Lit. A lot of white space. Long quotes Few pictures.
- 102. Last one Idid with paper and colored pencils.
- 103. First one Idid using the iPad.
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- 107. Looking for Volunteers Ifyou have your students create Sketchnotes based on children’s/tween/YA literature, please send them to me. I’m collecting examples to use for a project. kperry@shsu.edu
- 108. MISS PEREGRINE’S HOME FOR PECULIARCHILDREN by Ransom Riggs Melody, Age 12
- 109. Your Turn Think ofa book you know well. It can be any level, personal or professional, anything goes. Brainstorm some ideas you can use as visual reminders about the book. Draw two or three images on a piece of paper along with the title and author of the book.
- 110. There’s an APP forthat Exploring some simple APPS for ELAR classes.
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- 115. Being• Is ita tool or a toy? • Could it be replaced by a worksheet? • Does it add to both enjoyment and education? • Will it work in individual, group, and whole class settings? • What is the cost (including in-app)?
- 116. English Idioms Illustrated RobotMedia Free with In app purchases
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- 133. 7 seconds ofvideo video loops continuously
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- 148. Bottom Line? Mindtool versusToy Free versus Purchase Platforms? Hidden Costs?
- 149. PLNs Reaching outside ofthe 4 walls
- 150. 71% of teensuse more than one social network site Teens are diversifying their social network site use. A majority of teens — 71% — report using more than one social network site out of the seven platform options they were asked about. Among the 22% of teens who only use one site, 66% use Facebook, 13% use Google+, 13% use Instagram and 3% use Snapchat.
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- 154. Great how-to postfor beginning snappers. http://mashable.com/2014/08/04/snapchat-for-beginners/ Great video explaining how to do a Snapchat contest. https://vimeo.com/84663955 Great post explaining exactly how to run a Snapchat contest. https://librarianenumerations.wordpress.com/2014/06/12/how-to-create-a-snapchat- contest/ How-To-Use Snapchat Video https://youtu.be/TMxTyFjEus4 Snapchat
- 155. Snapchat Continued Snapchat inthe Media Center http://yalsa.ala.org/blog/2015/03/03/snapchat-in-the-media- center/ Lindsay Cummings lindsaycwrites
- 156. So I turnto social media TWITTER
- 157. ∗ Strongest growthin any social network surpassing Pinterest, Reddit, and LinkedIn ∗ Used by 2 X as many women as men ∗ 25-55 year olds is largest demographic ∗ “poor man’s social network” ∗ 60% of all users have some college education ∗ Use has doubled in the past 12 months ∗ MediaBistro, August 2012 Some Tweet Facts
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- 159. Here is whatTwitter says about online PD/community All you need to do is ask…
- 160. Following @donalynbooks wouldnet you hundreds of others to follow, connect you to #nerdybookclub and #titlechat and get links to @educationweek and other blogs
- 161. Connecting with @readingjunkeegets connections to @yalsa, nets more people to follow in the library field, and will also shake out book titles as must reads.
- 162. @utalaniz is thequeen of RTs. If you miss something, she will catch it for you. Interesting links in her posts.
- 163. ∗ Decreased fundingfor PD ∗ Distance to events ∗ Time away from work ∗ Can meet like-minded individuals ∗ Makes connections across country and world Why Twitter?
- 164. And here is@FrankiSibberson asking us what we are reading on Mondays. Another community!
- 165. And here isSara’s tweet about Banned Books Week so we can see what her students do every day to celebrate the Freadom to Read.
- 166. Other communities ∗ Librarians ∗Teachers ∗ University folks ∗ Organizations ∗ Authors ∗ Publishers Resources Available on Twitter
- 167. How and Whereto Start
- 168. Assignment for myYA Literature Classes Follow ∗ one literacy organization ∗ one YA author ∗ one teacher ∗ one librarian ∗ one professor My Approach
- 169. ∗ Follow followers ∗Follow links ∗ Follow suggestions Building out a PLN
- 170. Not just people,links
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- 173. Joining Tweet Chats Makingmore connections
- 174. ∗ Last Sundayof every month ∗ 7-8 PM CST ∗ Hosted by @donalynbooks and @colbysharp ∗ Topic announced in advance ∗ Open to all ∗ Chat is always archived Titletalk
- 175. ∗ Link accountsas much as you can ∗ Download apps such as Tweetdeck or Hootsuite to help handle the reading load and postings ∗ You can also use sites like TweetGrid or Twubs to help you manage chats. ∗ Set aside regular time to read and respond to tweets ∗ Be careful of the time suck element Some final advice
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- 186. Final Questions andAnswers And in the end