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
Balanced literacy in intermediate classrooms: deepening response writing with explode the sentence, co-constructing criteria, found poems; writing from questions of a picture, self assessment; purposeful homework.
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Fifty Shades of the Common Core for ELA: RevisedJennifer Jones
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This presentation examines the necessity of encouraging writing across the curriculum areas. Writing activities have to be engaging, meaningful and help to develop the writing skills of the audience. These slides examine how and why one should teach writing across the curriculum.
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Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
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An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
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Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
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http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
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This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
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The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
12. • Recommendation from my Voxer group
• Cover
• Title
• Author
• Blurb
• Review
• Genre
Setting up a TBR Stack/Shelf
13. RECOMMENDED BEST BOOKS
2015
28 DAYS
A COURT OF THORNS AND ROSES
A FINE DESSERT
A SENSE OF THE INFINITE
ALL THE BRIGHT PLACES
ALL THE ANSWERS
ALL THE RAGE
AN EMBER IN THE ASHES
ARES, BRINGER OF WAR
AUDACITY
BACKLASH
BIRD & DIZ
BONE GAP
BREAKOUT
CAT AND BUNNY
CHALLENGER DEEP
CHASING FREEDOM
CIRCUS MIRANDUS
14. CHARACTER, DRIVEN
COLONIAL MADNESS
COUNTING CROWS
DARKEST PART OF THE FOREST
DIME
ECHO
EGG, NATURE’S PERFECT PACKAGE
ELENA VANISHING
ENCHANTED AIR
ENSNARED
FIREFIGHT
FIRELY HOLLOW
FISH IN A TREE
GINGERBREAD FOR LIBERTY
GONE CRAZY IN ALABAMA
GOODBYE STRANGER
GOODNIGHT ALREADY
HELLO STRANGER
HOLD ME CLOSER
HONEY
HOPE AND OTHER LUXURIES
HOW TO BUILD A GIRL
HYPNOTIZE A TIGER
I CRAWL THROUGH IT
I DON’T WANT TO BE A FROG
IF YOU PLANT A SEED
LAST STOP ON MARKET STREET
LISTEN SLOWLY
LOOK
15. MAKING PRETTY
MACBETH (GN)
MILO SPECK
MOONPENNY ISLAND
MOSQUITOLAND
NIGHTBIRD
NO PARKING AT END TIMES
ONE THING STOLEN
PAPER THINGS
RAIN REIGN (2014)
RANDOM BODY PARTS
RANGER IN TIME
READ BETWEEN THE LINES
RED QUEEN
REMEMBER ME
RETURN TO AUGIE HOBBLE
ROLLER GIRL
SHUTTER
SIMON VS. THE HOMO SAPIENS AGENDA
SKINK NO SURRENDER (Think this is 2014)
SPECIAL DELIVERY
ST. ANYTHING
STELLA BY STARLIGHT
SWEEP UP THE SUN
TEDDY MARS
THE ALEX CROW
THE BOOK SCAVENGER
THE BOY IN THE BLACK SUIT
THE CASE FOR LOVING
THE CROWN AFFAIR
16. THE DEATH OF THE HAT
THE GAME OF LOVE AND DEATH
THE GRIMM’S TALE
THE HANDLESS MAIDEN
THE HERO OF ROOM 138
THE LAST TIME WE SAY GOODBYE
THE NEW SMALL PERSON
THE HONEST TRUTH
THE RAT WITH THE HUMAN FACE
THE SACRED LIES OF MINNOW BLY
THE TERRIBLE TWO
THE TRUTH ABOUT TWINKIE PIE
THE WAY TO STAY IN DESTINY
THE WAR THAT SAVED MY LIFE
THE WHISPER
TO ALL THE BOYS I’VE LOVED BEFORE
TOAD WEATHER
UNDERTOW
UP IN THE GARDEN, DOWN IN THE DIRT
VIRGIL AND OWEN
WHEN OTIS COURTED MAMA
WHY’D THEY WEAR THAT?
WISH GIRL
WOLFIE THE BUNNY
WRITTEN IN THE STARS
X: A NOVEL
20. Getting to Know Readers
• Ask them to create a reading autobiography
Can be written
Can use app such as www.whenintime.com
Here is Teri's
• Collect them, analyze them for commonalities
• Identify kids who are already readers and those
who are not
21. Turn and talk at your tables about your
memories of reading.
And get out your smart phones or devices for a
short survey
Go to
www.kahoot.it
24. What else do we
know about
readers?
Carlsen and
Sherrill
25. • Setting aside for reading
• Having a teacher show in the individual's
reading
• Having teachers
• Being exposed to a of reading fare
• Receiving help from
books
books with friends
• Participating in reader-centered of
literature
• Being allowed freedom of in reading fare
Voices of Readers
Carlsen and Sherrill
26. Finding the Time
• Edge time (Donalyn
Miller)
• Priority time
• Class time
26
27. Edge Time
• Reading on the fringes
Appointments
Bathroom books
Car
Purse or bookbag
Phone books
• eBooks and audiobooks (more later about these)
27
28. How will you find time?
• Make a goal now
• Enter your time to read into your smart device
calendar
• Repeat alarm for 30 days
30. When school begins again
• What time will you set aside?
• How will you encourage kids to set aside their
own time?
• Reading in the Wild vs. School Time Reading
78. The Why
• What research says
Alicia Martinez
Stephen Krashen
Jim Trelease & More
Becoming a Nation of Readers
• What we know from our own research
Pleasure
Prosody
Performance
79. Alicia Martinez
• Meta-analysis of all read aloud studies up to
1985
No matter age/grade, reading aloud improved:
• Vocabulary
• Reading comprehension
• Grammatical understanding (sentence structures,
etc.)
80. Stephen Krashen
• When teachers read aloud and discuss stories
with students, students read more
• Students who are read aloud to check out more
library books
• Hearing stories and discussing them encourages
independent reading
• Hearing stories has a direct impact on vocabulary
development
• Children who are read to at least three times a
week read better
• Students enjoy being read to
81. Jim Trelease
• The Read Aloud Handbook
• First 150 pp. online here:
http://tinyurl.com/k9j3uzv
82. More research
• http://tinyurl.com/kb8sw5qBill Teale
• Article: Reading Aloud in Classrooms: From
the Modal Toward a "Model” by James
Hoffman, Nancy L. Roser & Jennifer Battle.
Reading Teacher (1993) Vol. 46 (6): pp. 496-
507
85. Becoming a
Nation of Readers (1985)
• Skilled reading requires motivation
• Skilled reading is a lifelong pursuit
• Skilled reading requires activating background
knowledge
• “The single most important activity for building
knowledge required for success in reading is
reading aloud to children. “ p. 23
86. Serafini and Giorgis
• Reading aloud increases test scores
• Introduces readers to new titles, authors,
genres, etc.
• Provides opportunities for extended
discussions
• Demonstrates response strategies
• Increases interest in independent reading
• Gives access to text that might be
inaccessible
• Provides models of quality writing
• Supports readers’ development
87. PLEASURE
• SCIENTIFIC READING FACT: Human beings are
pleasure-centered.
Every time you read to a child, you’re
sending a “pleasure” message to the
child’s brain, conditioning it to associate
books and print with pleasure.
Jim Trelease http://www.trelease-on-
reading.com/read-aloud-brochure.pdf
88. PROSODY
• Prosody is the rhythm, stess, and intonation of
speech. It can reflect the emotional state of the
author, the presence of irony, sarcasm or other
elements of the language that is not encoded in
grammar and vocabulary.
• HUH?
118. Celebrating Cultures
• 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;
118
119. TEKS for ELAR
• 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.
119
120. TEKS for NF
• (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.
120
121. Informational Poetry
• 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?
121
126. Selections from the list
• ALABAMA MOON
• ALEXANDER AND THE TERRIBLE,
HORRIBLE, NO GOOD, VERY BAD DAY
• ALEXANDER WHO USED TO BE RICH LAST
SUNDAY
• AM I BLUE
• AMONG THE HIDDEN
• ANASI AND THE TALKING MELON
• ANTSY DOES TIME
• BABY
127. • BECAUSE OF WINN DIXIE
• BEE TREE
• BIGGER THAN A BREADBOX
• BINK AND GOLLIE
• BOY + BOT
• BOY IN THE STRIPED PAJAMAS
• BRIDGE TO TERABITHIA
• BUD NOT BUDDY
128. • CRANKEE DOODLE
• CRANKENSTEIN
• CREEPY CARROTS
• CROOKED KIND OF PERFECT
• DAY THE CRAYONS QUIT
• DEAR MR. MUTT
• DECEMBER
• DO NOT READ THIS BOOK
• DOGZILLA
129. • HARRIS AND ME
• HARRY POTTER
• HERSHEL AND THE HANNUKAH GOBLINS
• HOBBIT
• HOUSE HELD UP BY TREES
• HOW ANGEL PETERSON GOT HIS NAME
• HUSH
• I STINK
• I WANT MY HAT BACK
130. • LAWN BOY
• LEONARD THE TERRIBLE MONSTER
• LIBERATION OF GABRIEL KING
• LIBRARIAN WHO MEASURED THE EARTH
• LIBRARY MOUSE
• LIGHTNING THIEF
• LILY’S PURPLE PLASTIC PURSE
131. • MIRACLE’S BOYS
• MIRACULOUS JOURNEY OF EDWARD TULANE
• MISFITS
• MISS RUMPHIUS
• MONSTER
• MR. LEMONCELLO’S LIBRARY
• MR. WUFFLES
• NEVER TRUST A MOTHER OR THE BABYSITTER
• NIGHTJOHN
• NINO WRESTLES THE WORLD
• OF MICE AND MEN
• OFFICER BUCKLE AND GLORIa
132. • OWL MOON
• PETER’S CHAIR
• PIGGIE PIE
• PINK AND SAY
• PIGGIE AND GERALD
• PRESS HERE
• RIFLE
• ROLL OF THUNDER HEAR MY CRY
• RUBY HOLLER
133. • SPEAK
• STAND TALL
• STARGIRL
• STARRY RIVER OF THE SKY
• STORY OF FISH AND SNAIL
• STRANGER
• SWAMP ANGEL
• SYLVESTER AND THE MAGIC PEBBLE
• TALE DARK AND GRIMM
• TALE OF DESPERAUX
• TALKING EGGS
• TANGLE OF KNOTS
134. Observations about the list
1. Only a handful of books were mentioned more than once. Most titles were only
suggested by one individual. This suggests to me that the choices we make for reading
aloud are as individual and idiosyncratic as we are.
2. Instead of an individual title, some folks opted for the "any book by" or "all the books in
this series." I listed those separately at the end of the individual titles. I think it is interesting
that here there seemed to be more "repetition.”
3. Titles ranged from picture books to YA novels. That means, I think, that reading aloud is
taking place AFTER kids learn to read on their own. This makes me wildly happy. I know
too many instances where reading aloud ends in elementary school. How sad to think kids
do not get the chance to listen to good books after elementary school.
4. These titles accrued within 24 hours. No one seemed to have a tough time coming up
with recommendations. This also makes me happy. It means teachers have "go-to" books.
Some even mentioned reading favorites year after year.
5. I knew almost all the titles. The ones I did not know have been marked for reading ASAP.
It will serve as a good check for me in terms of knowing some of the books that resonate
with kids.
165. Where are the good books?
• Displays are nice but…
Have some boxes or carts marked “good books”
Do shelf markers and shelf talkers
Spine labels for favorite genres (mystery)
TAB choices
Teens Top Ten
166. Teens Top Ten
• Eleanor & Park by Rainbow Rowell
(Macmillan/St. Martin's Griffin)
• Splintered by A.G. Howard (ABRAMS/Amulet
Books)
• The Rithmatist by Brandon Sanderson (Tor
Teen)
• The 5th Wave by Rick Yancey
(Penguin/Putnam Juvenile)
• Monument 14: Sky on Fire by Emmy
Laybourne (Macmillan/Feiwel & Friends)
167. Teens Top Ten
• Earth Girl by Janet Edwards
(Prometheus Books /Pyr)
• The Testing by Joelle Charbonneau
(Houghton Mifflin Harcourt)
• Steelheart by Brandon Sanderson
(Random House/Delacorte Press)
• Siege and Storm by Leigh Bardugo
(Macmillan/Henry Holt Books for Young
Readers)
• The Eye of Minds by James Dashner
(Random House/Delacorte Press)
168. Teens Top Ten from the Past
• Eragon
• Inkheart
• Trickster’s
Choice
• Abhorsen
• The Earth, my
Butt, and other
Big Round Things
• Thief Lord
• Once upon a
Marigold
• After
• First Part Last
• Second Summer
of the Sisterhood
Which need booktalking?
170. Some Guidelines
• Only talk about books you have read
It’s also nice if you liked the book but sometimes
a negative booktalk will work
If you have not read it you cannot do an
adequate job in terms of identifying the appeal
and audience
You cannot rely on reviews or publisher’s age
recommendations
172. Guidelines
• Use themes but make them broad
Makes it easier to include multiple genres
Widens the appeal potential
• Themes could include:
Dealing with adversity
Finding your way
Life sucks…
184. Nitty Gritty Rules
• Booktalks need to be short and sweet
Do not tell too much of the plot
Perhaps do a read and tease
Try for 10 books in 30 minutes
• You must SELL the book
What is the most exciting thing to tell?
How can you leave them wanting more?
185. More of the Nit and the Grit
• Capture the essence of the book
Romance—the pair of lovers
Mystery—the crime or mystery
• Sci-fi and fantasy
Do not try to explain it all
Hook on the real problem at the center
186. Finally
• Practice, practice, practice
Start with colleagues
• Use post it notes if need be but do not write
them out
• Begin with a core and extend each time adding
2-3 new titles
199. So how can we 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?
204. This read aloud brought 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.”
204
205. –
What does the opening
sentence tell readers?
Setting
Main characters
Motif
Archetype
And…it’s going to be funny!
205
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
209. Celebrating Cultures
Through extensive reading
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.
209
228. EDGE OR FRINGE READING
Finding time to read a problem? Consider this…
229. Finding Time to Read
• Average person can
read 300 words per
minute
• In one week, that is
31,500 words
• In one year, it is
1,512,000 words
• Average book is
75,000 words
• Can read +20 books a
year with only 15
minutes a day
• More than 1000 extra
books in a lifetime
229
230. So how do picture books play out?
• Average picture book is 32 pages
• Average picture book can be read aloud in less
than 10 minutes
• Fluency and prosody are being modeled
• Readers are being introduced to new words
(splendiferous)