Final reflection conroe
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The document outlines 10 essential takeaways for educators to promote reading: 1) Educators must model reading by being seen reading and discussing books with students. 2) Educators should set aside daily time for reading, find time for students to read, and communicate commitments to parents. 3) Educators should give students choices in selecting books to read from recommendations including librarians. 4) Readers need membership in reading communities, both permanent and temporary, where they can discuss books. 5) A diverse range of books should be available to consider factors beyond race and ethnicity like SES, gender, and family structure. 6) Educators should vary book genres, formats
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3) The coaches apply a problem-based learning approach to unite standards and authentic purposes. They evaluate the efficacy of their adaptations and share their vision for further
Independent reading
The document discusses the structure and purpose of independent reading time in the classroom. It provides details on how teachers can conduct mini-lessons, conferences with students, and sharing sessions. The main goals of independent reading are to give students practice with reading strategies and responsibility for their own reading growth through teacher conferences, selecting "just-right" books, and developing reading habits.
Raising Strong Readers Slideshow
This document provides strategies for parents and educators to encourage children to read from kindergarten through high school. It discusses how to help children at different stages by pointing out words, playing word games, reading aloud, having conversations about what they read, and providing reading materials tailored to their interests and skill levels. The goal is to make reading an enjoyable social activity and show that learning is important in order to help children become strong, independent readers who are prepared for academic success.
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This document outlines a balanced literacy program for a 2nd grade classroom. It discusses the philosophy of reading instruction, what balanced literacy is, and the various literacy activities and assessments used in the classroom on a daily basis. These include reading and writing every day, literacy groups, focused instruction on specific reading skills, drop everything and read time, accelerated reader, draw and writes, journals, read alouds, and evaluations using rubrics, teacher observations, and state standards. Grouping strategies include cluster, ability, heterogeneous, and interest groups. The document provides suggestions for how parents can support literacy development at home.
IntroductionWhether it’s children in American or Children in any.docx
Introduction
Whether it’s children in American or Children in any European country the more that they read and the better they are at it the better of a student they will be. With the increasing demand for college educations and technical schools to work and take care of a family, reading must be something that is stressed from almost the time of conception. The following review of the literature confirms that reading more than just at home and in small groups will benefit the community both today and tomorrow; leading to a brighter and more knowledgeable future.
Parents aren’t reading enough to their children, I know as a parent we are busy but we have to make sure that our children are being read to and learning to read fluently. This isn’t just an American issue but a worldwide thing that needs to be fixed. Burnie (2015) journal excerpt looks at the study of Tasmanian households and the children starting school is 5.3 times more likely to be developmentally vulnerable if their parents do not regularly read to them or encourage their reading. The primary concern with children whose parents don’t read to them is the disadvantage that these children start out with when it comes to development. Burnie’s provides an analysis of the importance of the parents reading to children and supporting the idea that it is encouraging children to read outside of the home will help and counteract when a parent chooses not to read. By giving the children a different platform to read will be able to help counteract the parents who aren’t reading at home.
Studies have shown that those who learn in groups typically retain information better than those who do not. Blachman (2004) says that students with reading difficulties can benefit from supplemental reading instruction provided in small groups. Blachman did a study with one child versus the next. One of the children who participated in the small groups and another who did not and the study showed that it was well worth participating in small groups.
With education being such an important part of our lives we should make sure we educated the next generation. Knowing that all children do not come from the same background, we have to try and close the gap on parent’s behalf. Fruehwirth (2019) says better-educated parents tend to invest more in their children and are better able to teach them. This allows parents to take a break from educating their children and allow the volunteers of the storybook tent to promote reading which will help the community both now and in the future. Humble and Dixon’s (2017) excerpt allows me to speak on the lack of time that some military parents may have. Dixon shows 3 main reasons that poor children struggle educationally. Not that all military parents/families are poor but are for sure spending a lot of time working that could otherwise be spent on dedicating time to the child. It allows me to speak on both my childhood and current situation on what I’d like to provide. Coming ...
Literate about literacy
Geared towards enlightening and widening the knowledge of parents as to what literacy is and how they can help to develop the skills of their children.
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Hot off the press
This document provides information about a presentation for the Texas Library Association Conference in 2019 including details about the presenters Teri Lesesne and Karin Perry. It promotes several types of books that will be discussed in the presentation such as graphic novels, novels in verse, novels told through text messages, and picture books for teenage readers. The presentation encourages attendees to learn about book genres that can remedy low teen reading rates and should not be missed.
Twu conference mar 19 lesesne and miller
This document discusses factors that give readers joy and promote reading motivation. It notes that providing access to books through school libraries and at home, allowing student choice in book selection, and making time for reading are important. Research shows that self-selected reading results in greater involvement and motivation to read compared to teacher-selected reading. The document emphasizes allowing student voices and personal responses to reading to be heard. The overall goal should be fostering a love of reading.
Conroe secondary feb 2019
This document summarizes a presentation about reading trends among educators and students. Some key points:
- A survey of 2,000 educators found that most read fewer than 2 books per month, and do not take advantage of audiobooks or social media to engage with reading. However, over 6,000 children's books are published each year.
- Educators are not necessarily reading the types of books that interest students, like graphic novels. They also do not use social media as much as students to find and discuss books.
- For educators to become better reading role models, the presentation recommends they make time for reading, permit student choice in materials, show interest in what students read, and
Conroe isd feb 2019 elem
This document summarizes a presentation about reading for educators. It discusses how most educators do not read enough books per month to be good role models for students. Educators also tend to get recommendations from places like Goodreads rather than using social media, where students are. The presentation recommends that schools make reading a priority through role models, dedicated reading time, choice in materials, and showing interest in what students read both in and out of school. Educators are encouraged to set reading goals to become better models of reading engagement for their students.
Bring on the books tctela 2019
The document discusses bringing books to students and getting them excited about reading. It introduces Teri Lesesne and Donalyn Miller, who will be speaking. It provides their contact information and websites. It then lists different genres of books that could appeal to students, with statistics showing that 67% of students do not typically read graphic novels. The genres listed include classics retold, graphic novels, fiction picture books, middle grade fiction, young adult fiction, long form nonfiction, nonfiction picture books, and poetry.
Elementary oct 22
This document summarizes the results of a survey about educators' reading habits and behaviors. It finds that most educators report reading 1-2 books per month or less. This suggests they may not be strong role models for students as readers. The document also notes that most educators are not using social media or other tools to engage with students about books. It recommends that educators set aside time for reading, permit student choice in materials, show interest in student reading, and become role models by developing their own reading plans and goals.
Secondary oct 22
This document summarizes a presentation about reading habits and the role of educators as reading role models. Some key points made:
- Survey data found that most educators read 1-2 books per month, with only 15% reporting reading 7 or more books per month. This is concerning given that over 6,000 children's/YA books are published each year.
- Most educators are not using tools like audiobooks or social media that students engage with. Only 19% have a social media presence for recommendations.
- For educators to better promote reading, the presentation recommends they become role models by setting aside daily reading time, permitting student reading choices, and showing interest in what students read inside and outside
Books too good to miss
This document provides information about graphic novels, including how to teach students how to read them and ways they can be analyzed and discussed in the classroom. It also lists the author's social media accounts and websites. Additionally, it shares some fun facts about human decomposition.
Metafiction usm 2018
This document discusses metafiction, which is fiction that references or comments on its own fictional status. It provides examples of picture books that use metafiction techniques to get kids thinking, such as Harold and the Purple Crayon, Mysteries of Harris Burdick, and The Monster at the End of This Book. The document also includes links to blog posts and articles about metafiction and lists of metafictional books.
Hot off the press
This document provides a summary of the best new books for middle grade and young adult readers in 2018 that emphasize diversity. It lists award winning books from 2017 that featured diverse characters and experiences. It also discusses the need for diversity in children's books, noting that most teachers and books historically have not reflected the diversity that exists. Several links are provided to sources that further explain the importance of including diverse representations and experiences in literature for young readers.
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The document provides a list of book titles and resources that promote social justice themes, including mirrors, windows, and sliding glass doors by Rudine Sims Bishop; All Kinds of Families by Suzanne Lang; biographies about famous African Americans; books about segregation and integration; and links to the Coretta Scott King Award and Jane Addams Book Award websites which recognize children's and young adult books that promote understanding and respect. It also includes a link to a website with additional social justice book lists.
Nonfiction books
This document discusses nonfiction books and resources for finding quality nonfiction. It begins by exploring two definitions of nonfiction - one that defines it as a genre based on what it is not (fiction), and one that describes it as telling the real world, real experiences, real people or ideas. It then lists several awards for excellence in nonfiction writing, including the Sibert award, YALSA nonfiction award, and Orbis Pictus award. Finally, it discusses criteria for evaluating young adult nonfiction, such as the author's qualifications, accuracy of facts, role of visuals, and whether the title accurately reflects the book's contents.
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This document provides a list of book recommendations and awards information. It includes contact information for Teri Lesesne and lists several awards in children's and young adult literature like the Newbery, Caldecott, Printz, and Coretta Scott King awards. It also defines and discusses the Japanese word "tsundoku" and the made-up word "bibliothecary". Finally, it lists several books that received starred reviews in 2017, including 6 stars for The Hate U Give and Vincent and Theo, and 5 stars for American Street, Bull, and Big Cat, Little Cat.
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This document provides contact information for three presenters - Teri Lesesne, Karin Perry, and Donalyn Miller - who discussed new young adult books. It lists their email addresses, Twitter handles, blogs, websites, and places to find the presentation online. It also briefly defines the Japanese word "tsundoku" and the English word "bibliotheatary".
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This document discusses strategies for educators to build a To-Be-Read (TBR) stack of books given the large number of books published annually and the challenge of reading a significant number. It recommends focusing recommendations on award-winning books like the Newbery, Caldecott, Printz and using genres to guide selections. Reviews and cover judgments can also help selections while being selective about what can realistically be read. Developing a reading plan is important to make the most of the TBR stack.
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This document discusses the role of librarians in promoting literacy and discusses various research and strategies related to literacy. It recommends that librarians serve as models of literacy, develop collections that encourage reading, and avoid labeling books. It summarizes research showing connections between school libraries and higher test scores. Other research discussed found that giving students choice in reading material and access to trade books promotes engagement. Recommended strategies include finding time for reading, showing interest in students, reading aloud, and exposing students to a variety of materials.
Want to raise readers be literacy models
The document discusses the results of a survey of 400 teachers and librarians across Texas about their reading habits and literacy practices. The survey found that most educators read only 1-2 books per month on average. This is concerning given that over 6000 books are published annually for K-12 readers. The document argues that to better support students and be strong literacy role models, educators need professional development to find time to read widely from different genres and formats, stay informed about new literature, and understand students' reading preferences. It provides recommendations for creating a literate school environment where reading is modeled and supported.
#WNDB Heinemann
The document discusses the need for diverse books and resources to promote diversity in children's literature. It notes that 78.2% of teachers are white and many books do not show diversity. It provides information on the #wndb movement and links to the We Need Diverse Books website for resources and where to find diverse books. It also lists some 2016 youth media award winners that promote diversity and inclusion.
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This document discusses the development of reading identity and factors that shape readers. It addresses how choice, access, and response influence a reader's identity formation. Childhood experiences, books encountered, discussions with others, and freedom to choose reading materials all contribute to one's reading autobiography and lifelong reading identity. The document also outlines factors like time, role models, access to books, choice, and diversity that impact the development of reading identity.
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Chapter-1
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Chapter 6
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Final reflection conroe
- 1. Take Aways What are the essentials?
- 2. #1 Educators as Models • Kids need to see us read • Kids need to hear us talk about books SO, what is your individual pledge/goal/resolution for the coming months?
- 3. #1 Educators as Models Kids need to see us read Kids need to hear us talk about books
- 4. #2 TIME Set aside time daily to read Find the edge or fringe times Give kids time to read as well Communicate to parents about time commitments
- 5. #3 CHOICE Give kids choices Choices can be narrowed or limited (but not by levels, lexiles, # of pages) Work with librarians in puting together recommendations
- 6. #4 COMMUNITIES Readers need to be part of a community of readers (or more than one) Communities can be permanent or temporary Community members TALK to one another
- 7. #5 DIVERSITY No such thing as ONE SIZE FITS ALL Race and ethnicity are not the only factors Consider SES, gender, family structure, etc.
- 8. #6 CHANGING UP Genres vs. Forms and formats Using PB with older readers Considering GNs as complex text, too
- 9. #7 ASSESSMENT Needs to be authentic Needs to be varied Needs to avoid « right » answers Black out poetry, remixing, spine poems, Peck’s Questions, etc.
- 11. #9 DISPLAYS Book walls/doors Literacy lockers Bulletin boards Displays
- 12. #10 FILLING IN Reading widely Booktalking variety Challenging kids to do the same
- 13. Title SO, what is your individual pledge/goal/resolution for the coming months? On the index cards, write a personal goal(s) on one side and then on the reverse write a professional goal(s) We will mail them to you later in the fall