Leading to reading IRA
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This document discusses ways to develop lifelong readers beyond just school-based reading. It emphasizes creating a community and routine around reading, providing an environment with reading materials and tools, and being a role model reader. Specific recommendations include reading aloud to others, allowing choice in materials, and providing daily reading time. Developing a reader's heart involves becoming someone who intrinsically enjoys reading widely for entertainment and learning, and appreciates how books can provoke emotions.
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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.
TLA Hot off the Press
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".
Region 5
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.
Librarians and literacy some random thoughts
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.
Give them what they want: Marantz PB Symposium Preso
This document discusses what types of books kids say they want based on a Scholastic Kids & Family Reading Report. It identifies that kids want books that make them laugh, let them use their imagination, and have characters they wish they could be like. It provides examples of each type of book that fulfill these desires, such as silly books, books with magic or art, and books about sports reporters or artists. The document emphasizes finding these qualities in books to engage kids as readers.
Nerd camp 16
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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Leading to reading IRA
- 1. Leading to Reading:Leading to Reading: Helping Readers Grow and Develop
- 5. The good news?The good news? Teens are reading!
- 7. Not-so-good news?Not-so-good news? Lots of the reading is IN school.
- 11. So, we are buildingSo, we are building school-time readersschool-time readers What about LIFELONG readers?
- 12. Growing Real ReadersGrowing Real Readers Community Environment Routines
- 25. RoutineRoutine
- 29. How to Motivate?How to Motivate? Read aloud (research is incontrovertible). See Trelease, Krashen. Allow choice. Donalyn Miller, Krashen, Lesesne, Beers. Surround with "tools." What are those for readers and writers? Be a model. Provide time daily.
- 31. Some book recommendationsSome book recommendations
- 36. GNGN
- 37. GNGN
- 42. Traditional Meets FantasyTraditional Meets Fantasy
- 44. HumorHumor
- 45. HumorHumor
- 46. Best. Organization. Ever.Best. Organization. Ever.
- 48. Developing a Reader’s HeartDeveloping a Reader’s Heart 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.
- 49. I ended my speech at the ALAN workshop (#alan12) with a revised reader bill of rights. It is based on the wonderful book, Better than Life by Daniel Pennac. Here it is: Developing a Reader’s Mind