The document discusses the developmental stages and experiences of tweens and young teens, highlighting the differences in physical, psychological, and social development among this age group. It emphasizes the need for engaging reading practices to motivate young readers, suggesting strategies like author visits, comfortable reading environments, and book choices that resonate with their interests. Furthermore, it encourages educators to consider factors that influence reading preferences and to implement assessments carefully to avoid discouraging students from reading.

1. AIM-ing at Tweens and Young TeensTeri S. Lesesne(rhymes with insane)Twitter: @ProfessorNana

3. Where is the Power Point?www.slideshare.net/professornana

4. Close your eyes (yes… close your eyes) and take a moment to think back on… a happy memory from when you were 10 years old

5. a sad memory from when you were 11 years old

6. an embarrassing memory from when you were 12 years old

7. a great memory from when you were 13 years old

8. a “traumatic” memory from when you were 14 years old4

9. Now take a moment to share one of those memories with the person to your right and left….5How different were your memories from the person next to you? They may have been very different or there may have been some similarities.

10. There are no cookie-cutter adolescent experiences. Some of these things will apply to the tweens and early teens you know and some of them won’t.6

11. Defining TweensTweens is a fluid definition meaning that different development happen at different rates in different tweens. Some 10 year olds may have begun physically developing while others may not see these changes until they are 13 or even older. 7Anderson, 2007

12. What’s going on physically?8

13. Some Physical BasicsTweens and early teens are being bombarded by hormones and begin to develop reproductively (i.e. breasts, pubic hair, etc.)*Many experience a growth surge. Guys get taller, and girls get rounder.Many experience a hormonal rollercoaster – becoming moody and seemingly different over night.9Pruitt, 1999

14. What’s going on psychologically?10

15. Some Psychological BasicsTheir reasoning capabilities rise to new levels of complexity.The adolescent is learning how to handle adult responsibilities.Moral development is shifting from reward-punishment to good girl, good boy behavior.11Pruitt, 1999

16. What’s going on socially?12

17. Social Development BasicsExpected increase in freedomMove away from family toward peersLikely to have best friends of the similar social and ethnic backgrounds.In 7th grade, the above holds true PLUS they want friends with similar attitudes and values.Peer approval and acceptance grows more important.13Pruitt, 1999

18. So when I began to write a book about tweens and teens and reading….A titleSome researchA late night inspiration14

19. 15The title

20. The Naked Reader

21. The research?Vickey GilesKaren Sue GibsonReplicated study from 20 years earlierThe questions?17

22. What could someone do to make you WANTto read BEFORE/AFTER you read?The converse: what could someone do to make you HATE to read BEFORE/AFTER you read?18

23. What could someone do to make you want to read BEFORE you read?K-12Being allowed to choose any book you want to read19

24. Nonfiction, perhaps?

25. Biography

26. What could someone do to make you want to read BEFORE you read?K-5Reading in a comfortable place like on the floor, in a bean bag chair, or in a rocking chair22

27. Adventure and Survival

28. Historical settings

29. What could someone do to make you want to read BEFORE you read?K-5Being allowed to buy your own book through a book fair25

30. Most Popular Selling Titles

31. Book Trailershttp://www.youtube.com/watch?v=x4BK_2VULCUhttp://www.youtube.com/watch?v=nqB-Jue1oeA

32. Popular Series

33. What could someone do to make you want to read BEFORE you read?K-5Reading books for a contest29

34. What could someone do to make you want to read BEFORE you read?K-12Having a classroom library30

35. Classrooms in Books, Too!

36. Classrooms in Books, Two!

37. What could someone do to make you want to read BEFORE you read?K-12Having the teacher read a book or chapter a day33

38. Chapter Read Alouds

39. What could someone do to make you want to read BEFORE you read?K-12Having the teacher take you to the library35

40. Good Book Box TitlesAmulet of SamarkandBoneEvery Bone Tells a StoryFlat BrokeFourth StallGhost in the MachineGreat Wall of Lucy WuHow to Grow Up and Rule the World

41. GN version of series

42. 1991 GN in serial form

43. YALSA Nonfiction Award

44. Liar Liar is companion book

45. Note cover

46. Interactive with web site

47. Asian main characters

48. He tweets!

49. What could someone do to make you want to read BEFORE you read?6-12Having the author come to the school45

50. Author Madness

51. Crutcher, Grace Lin

52. What could someone do to make you want to read BEFORE you read?6-12Seeing the movie or television production of a book.48

53. Movie Adaptations

54. The final film?

55. What could someone do to make you want to read BEFORE you read?6-12Being allowed to read books with lots of pictures in them.51

56. Pictures Galore!

57. Graphic NovelsNot just for older readers any more

58. Complex but accessible

59. Search for self

60. Classic GN

62. GN Reading LadderGrowing more complex

63. 59

64. Different covers US, Brit

68. The late night inspirationT-A-R-G-E-T64

69. T ARGET65

70. T is for TRUST66

71. We Know the Good Books!Because We Read Them, Too!

72. Strictly Guy Stuff (not)

73. A is for ACCESS69

74. Accessibility X 2

75. R is for RESPONSE71

77. G is for GUIDANCE73

78. Reading laddersBegin with where they areBuild reading experiences slowlyMove readers “up” with assistanceProvide bridges between books74

79. for instance…75

80. Humor Reading LadderDevelopmental physical character situation language

83. 79There are many ways to describe Ms. Underdorf. She was brilliant and joyous, and she believed-probably correctly-that libraries contain the answers to everything, and that if you can’t find the information you seek in the library, then such information probably does not exist in this or any other parallel universe now or ever to be known. She was thoughtful and kind and always believed the best of everybody. She was, above all else, a master librarian and knew where to find any book on any subject in the shortest possible time. And she was wonderfully unhinged… And so the Amazing Armadillo.

88. E is for ENTHUSIASM84

89. You have to like them first

90. T is for TWEEN and TEEN APPEAL86

91. Established namesAuthors to trust87

92. Trusted Authors

93. Familiar StoriesSettingsthemes89

94. Sound Familiar?

95. IssuesDevelopmentally appropriate91

97. Finally, AssessmentWe have them reading now. Assessment is important but assessment needs to be carefully done so as not to make kids hate reading all over again.

98. Accelerated Reader

99. FIFTH GRADE

103. Some reading levels to further illustrate:Everything Is Fine 3.0 460 lexileKingdom on the Waves 8.4 1060 lexileMarcelo in the Real World 4.6 700 lexileAbsolutely True Diary of a Part Time Indian 4.0Punkzilla 6.2Graceling 5.3Wintergirls 4.1Living Dead Girl 4.8

104. So, what are the alternatives?Twitter (summary skills)Facebook: post as a character and create a pageDragon Dictation: response while reading: annotating textUgly Book Contest

105. R U N RR?(are you a reluctant reader?)Take this quiz and see…Select A for book on left and B for book on right of slide…

106. A B

107. A B

108. A B

109. A B

110. A B

111. A B

112. A B

113. A B

114. A B

115. A B

116. Reluctant readers are:Male and femaleYoung and oldAble and strugglingOverscheduled and overwhelmed

117. But these FIVE factors play an important role:Titles that grabCatchy coversAuthors they come to trustOpening paragraphs that hookPlus a book they cannot put down

118. Titles that grab

119. titles

120. Covers that demand attention

121. covers

122. Trusted authors

123. Opening paragraphs that lure

124. Grand openings

125. Keep them reading books

126. What else can help us motivate readers?ResearchResearchResearch

127. Factors that influence choices in books:School variablesClassroom variablesTeacher and librarian variablesKid variablesBook variables

128. School variablesAdministration that supports reading financially and philosophically (they read)Author visitsProfessional development (conferences)Certified librarian with adequate collectionTime set aside each day at school to readAccess to the library

129. Classroom variablesBooks in the classroomTeacher who readsTeacher who reads aloudTeacher who booktalksPlaces to curl up with booksTime set aside for reading regularly

130. Teacher and Librarian variablesTeachers and librarians are readersTeachers work with librarians to schedule visits to the libraryLibrarians work with teachers to develop reading lists and other resources for instructionLibrarians know the curriculum of the classrooms

131. Kid variablesAgeGenderReader statusAvidDormantReluctantStruggling

132. What else?Book variables that are NOT a factor:Reading levelLexiles, etc.LengthBook variables that ARE a factor:GenreStyleForm and format

133. Book variables that matterGenreStyleFormat

134. Genres they loveFunny booksMysteriesNonfiction

135. Nonfiction Reading LadderHistoricalHorizontal

136. 132

137. 133

142. 138

145. 141

146. 142

147. FIVE ELEMENTARY SCHOOLS AND TWO OBITUARIES.YOU'RE THE PARENT. ACT LIKE ONE.EXAGGERATION IS THE SPICE OF LIFE.GOD ABANDONED ME, SO I RECIPROCATED.I NEVER GOT MY HOGWARTS LETTER. (could be Hank Green's memoir?)WOULD BE SLUT GIVEN THE CHANCE.YOU MADE ME STRONGER. THANKS, RAPIST.MEASURED OUT MY LIFE IN LITERATURE.LIFE IS FULL OF "AWKWARD TURTLE" MOMENTS.INSERT MELODRAMATIC CLICHE-TEEN ICK HERE.6 word memoirs

148. Assessment= Accountability-AnnoyanceWhat annoys students?Write a new endingWrite a letter to a friendWrite a traditional book reportWrite a news storyWrite anything

149. So what do they LIKE to do?Some new ideas

150. Tweet! Tweet!Using Twitter as a format for telling about the book140 charactersCan use txtspkSummarize chaptersDescribe a characterIndicate the climaxUse other strategies such as SAY SOMETHING or SWBST

151. “Watching from the outside, Twitter is like the dumbest thing you’ve heard of: “Why would anyone want to tell others what they are doing in 140 characters?” And yet to dismiss Twitter is a mistake because it’s an incredibly powerful tool for your personal learning and connecting with others.”(Sue Waters, http://suewaters.wikispaces.com/twitter, @suewaters Original quote: Alan Levine)

152. To Connect

153. I Dream in Twitter (listen to the podcast http://www.box.net/shared/static/gqkaej08ww.mp3) I dream in Twitter in 140 characters that cut off my thoughts before they are complete and then I wonder, why 140? Ten more letters would serve me right as I write about what I am doing at that moment in time, connecting across the world with so many others shackled by 140 characters, too, and I remain amazed at how deep the brevity can be.

154. I find it unsettling to eavesdrop on conversations between two when you can only read one and it startles me to think that someone else out there has put their ear to my words and wondered the same about me. Whose eyes are watching? Twitter is both an expanding universe of tentacles and hyperlinks that draw you in with knowledge and experience and a shrinking neighborhood of similar voices, echoing out your name in comfortable silence.

155. I dream in Twitter in 140 characters, and that is what I am doing right at this momentby Kevin - @dogtrax

156. Blog all about it

157. Make a videoAnimotoPost to YouTubeTweet itBlog it

158. podcastsAudacityHeadphone and microphone comboPost to Switchpod or iTunes or elsewhere

159. Dragon Dictation-annotating text

160. An Experiment: Using Dragon Dictation while Reading A Monster Calls Note I am not changing how the app recorded my observations. There are some errors, of course, but I do think it captured the heart of what I was attempting to do. You will notice that punctuation is not a strong suit of this app. However, think of the lesson waiting when kids do this. This is an annotation of my reading of Patrick Nessus (Ness’) a monster calls (A Monster Calls). I decided to use Dragon Dictation to show how simple it can be to have students annotate as they're reading without having to really pause to write down anything to reflect you really won't interrupt their reading nearly as much as they use an app such as Dragon dictation.

161. Patrick Ness wrote this book based on an idea of Shavon Dowd who sadly past way too soon in her career. This would've been her fifth book a monster calls what Patrick did was take the idea and go with it run with it. Make it his own and that is what he asks readers to do in the forward go run with it. Make it your own. And so we come to chapter 1 of the monster calls a monster showed up just after midnight as they do certainly an auspicious beginning what kind of monster will this be what will it do to change the life of our main character is name is Connor. The black and white illustrations by illustrator Jim K certainly do a great deal to enhance knowing the mystery but the threat that seems inherent in the story.

162. There's almost a paradox in the language at least in the opening chapter as Connors observing the monster as he comes together from the Yew tree in his backyard you have references to words like mighty but not terrifying or scary and we learn that month that Connor has seen worse monsters or at least envisioned worse. I'm going to shift now on my annotation from annotating as I'm reading the chapter to annotating as I finish reading the chapter. By the way it's probably important as your annotating text in teaching kids to annotate text to pay attention to chapter titles when authors go beyond Chapter 1 Chapter 2 to give you a title chances are there something significant about the words that they selected to have those chapters.

163. For chapter 3 we could start annotations by examining the title of the chapter which is simply school and asking students to provide some guesses or conclusions some implication some generalizations and inferences about what they think might happen as Connor goes to school are considering what has happened the night before his bedroom with the monster calling is real or what's happening in his life with his mother suffering from cancer. So what do we learn and chapter 3 and how does that create more of an air of mystery or perhaps define a little bit more the monster with him Connor is wrestling. we do learn the Connors being bullied at school that there's a student who picks on him almost as if he knows the Connors more vulnerable could just be part of the monster that Connor is seeing at night.

164. Annotating as a Teacher NowAn interesting activity for a monster calls might be to take the double page spread illustrations project them for the kids and let them kind of give a summary of what they think the entire book will be about would be interesting to see how much the pictures tell the students and of course you can also my students to do a summary by simply reading the titles of the different chapters to see if they can somehow put together a summary of the book is well

165. Scaffolding-BrainstormingFrom dragon dictation. It would be a simple step then to create voice threats for students for example I could either use one of my phrases during imitation and use that as the beginning of the voice text for students or to put students in grapes each one of them would conduct their own voice thread and the others in the group would contribute to it and lots of different ways to use it. I'll try to figure some examples.

166. Application for ClassroomI wonder if as we read aloud a book like a monster calls we could have students with Dragon dictation on their phones on their desks some iPad on the computer wherever we want half and they can quietly asked questions make predictions do this kinds of things that that are not necessarily annotating but nonetheless responding to the text as we're reading out loud. I wonder if we can do that without creating mayhem

167. UGLY BOOK CONTESTSelect ugly booksHave students work alone or in groups to create new coversApply covers and display

168. Need new covers

169. More Ugly Covers

170. Peck’s QuestionsWhat would the story be like if the main character were of the opposite sex?Why is the story set where it is?Would you film this book in black and white or color?What one thing in the story has happened to you?What does the title tell you about the book? Does it tell the truth?

171. Opposite Sex?

172. Setting?

173. B & W or Color?

174. Significance of Title?

175. The possibilities are endless!