Librarian Language Arts Collaboration
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Shannon Foley TCEA 2013 Librarians Academy Collaboration Using "The Book Whisperer" and Social Media
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Graded readers
This document discusses using graded readers in English lessons. It provides models for literature teaching, benefits of graded readers like helping students practice reading and gain fluency. Potential disadvantages are that simplified texts may lose the original work's style. The document also provides strategies for choosing readers, engaging students in reading activities before, during and after reading assignments.
Graded Readers
This document provides guidance for teachers on using graded readers, which are simplified books for language learners. It discusses two main ways graded readers can be used: as a class reader chosen by the teacher for all students, or in a library system where students choose their own books. It emphasizes that both approaches are complementary and can motivate students to read more. Some recommendations include using class time for activities to increase comprehension rather than focusing on grammar, and reading aloud parts of the book to develop pronunciation and engagement.
Genrefy your library
Genre-fy Your Library document provides guidance on organizing a school library collection by genre. It recommends deciding whether to partially or fully genre-fy the collection. Partial involves labeling favorite genres, while full requires labeling every fiction book. Supplies needed include genre labels and label protectors. The process involves pulling book lists, labeling books with call numbers identifying the genre, reshelving, and creating signage. Students and staff can then be involved through activities like scavenger hunts to promote the genres. Resources for genres, supplies, and examples of other libraries that have genre-fied are provided.
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This document provides a framework for comparing two creative works such as books, films, or plays. It outlines key elements to analyze such as the creator's background, plot, themes, symbols, motifs, messages, and appropriate age ratings. These elements would allow one to highlight the basics of each text, similarities and differences between them, and how each addresses common themes through story elements and language use.
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This document provides definitions and examples of common character types found in novels such as confidante, dynamic character, flat character, and round character. It then analyzes the character of Frankie Landau-Banks from the novel The Disreputable History of Frankie Landau-Banks by discussing her motivations, her relationships with other characters like Porter and Matthew, and her role in the secret society called The Loyal Order of the Basset Hounds and its panopticon surveillance system. The document concludes by reflecting on a quote from Frankie about the value of being alone rather than with someone who cannot see you for who you are.
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This document provides instructions for a lesson on Frederick Douglass's autobiography Narrative of the Life of Frederick Douglass. It includes directions for students to complete entry tasks using their homework and timeline. It lists learning objectives about explaining Douglass's purpose for writing the narrative. It outlines discussing an excerpt and vocabulary from the text. It discusses Douglass's purpose in distinguishing his views from others' ideas on the effects of slavery on slaves and society. Students work in pairs to match positions on slavery to boxes on a chart. Homework involves analyzing four quotes from the text and determining which box on the chart they fit into.
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This document discusses using graded readers in English lessons. It provides models for literature teaching, benefits of graded readers like helping students practice reading and gain fluency. Potential disadvantages are that simplified texts may lose the original work's style. The document also provides strategies for choosing readers, engaging students in reading activities before, during and after reading assignments.
Graded Readers
This document provides guidance for teachers on using graded readers, which are simplified books for language learners. It discusses two main ways graded readers can be used: as a class reader chosen by the teacher for all students, or in a library system where students choose their own books. It emphasizes that both approaches are complementary and can motivate students to read more. Some recommendations include using class time for activities to increase comprehension rather than focusing on grammar, and reading aloud parts of the book to develop pronunciation and engagement.
Genrefy your library
Genre-fy Your Library document provides guidance on organizing a school library collection by genre. It recommends deciding whether to partially or fully genre-fy the collection. Partial involves labeling favorite genres, while full requires labeling every fiction book. Supplies needed include genre labels and label protectors. The process involves pulling book lists, labeling books with call numbers identifying the genre, reshelving, and creating signage. Students and staff can then be involved through activities like scavenger hunts to promote the genres. Resources for genres, supplies, and examples of other libraries that have genre-fied are provided.
Zine Talking- ALA Midwinter 2013
A panel discussion with Joshua Barton, Violet Fox, Kelly McElroy and Kelsey Smith at ALA Midwinter 2013.
Comparing two texts: Comparative Essay
This document provides a framework for comparing two creative works such as books, films, or plays. It outlines key elements to analyze such as the creator's background, plot, themes, symbols, motifs, messages, and appropriate age ratings. These elements would allow one to highlight the basics of each text, similarities and differences between them, and how each addresses common themes through story elements and language use.
Qcr520 lesson 17 teaching prose
Tom and Frank were worried about their friend Mark who had not shown up to happy hour, which was unusual for him. Suddenly, the door burst open and Mark excitedly announced he was having a baby boy. Relieved, Tom and Frank bought Mark drinks to celebrate his good news.
The disreputable history of frankie landau banks
This document provides definitions and examples of common character types found in novels such as confidante, dynamic character, flat character, and round character. It then analyzes the character of Frankie Landau-Banks from the novel The Disreputable History of Frankie Landau-Banks by discussing her motivations, her relationships with other characters like Porter and Matthew, and her role in the secret society called The Loyal Order of the Basset Hounds and its panopticon surveillance system. The document concludes by reflecting on a quote from Frankie about the value of being alone rather than with someone who cannot see you for who you are.
Slavery Module: Lesson six
This document provides instructions for a lesson on Frederick Douglass's autobiography Narrative of the Life of Frederick Douglass. It includes directions for students to complete entry tasks using their homework and timeline. It lists learning objectives about explaining Douglass's purpose for writing the narrative. It outlines discussing an excerpt and vocabulary from the text. It discusses Douglass's purpose in distinguishing his views from others' ideas on the effects of slavery on slaves and society. Students work in pairs to match positions on slavery to boxes on a chart. Homework involves analyzing four quotes from the text and determining which box on the chart they fit into.
Abolish Alliteracy: CCIRA 2017
This document provides strategies for building a culture of reading to address the problem of alliteracy in middle school students. It suggests showing students that reading can be a pleasure by talking about your own reading, making book recommendations, creating a relaxing reading environment, and doing read alouds. Additional ideas include reading competitions and incentives, enlisting parents' help, and providing extra reading time and materials. The goal is to help students recognize reading as a rewarding activity rather than just an assignment.
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This document summarizes a webinar on using information technology to enhance the study of literature. It discusses using flipped classrooms, creative writing exercises, and discussion forums to analyze works like A Streetcar Named Desire. Students are guided through close readings and analyses of scenes from the play, completing characterization activities and debates. The webinar models interactive teaching methods using technology to supplement traditional literary study with multimedia materials, collaborative projects, and opportunities for feedback. Contact information is provided for the presenter and organizers to continue the discussion.
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This session offers practical techniques for instructors to help their students improve their reading skills. Decoding texts that are culturally specific can be a daunting task for not only second language students, but for all students. By using several popular young adult novels (Seedfolks by Paul Fleischman, The Wave by Todd Strasser, Tunes for Bears to Dance To by Robert Cormier, The Lilies of the Field by William E. Barrett, The Pearl by John Steinbeck, and Anthem by Ayn Rand), the presenter will offer participants practical techniques to use in the classroom such as previewing, the traits of good readers, and vocabulary development. Schema building will be explored through activities aimed at the interaction of the “top down” and “bottom up” approach to comprehending texts. Participants will leave the session with a sample syllabus, some new activities, their current reading rate, and a checklist for better reading. (S. Krahsen, 1982; D.E. Eskey, 2002; J.M. Swales, 1990)
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Slavery Module: Lesson three
1. The triangular slave trade involved three main steps: slaves were brought from Africa to the Americas, cash crops like cotton and tobacco grown by slaves in the Americas were traded for manufactured goods in England, and the goods were brought back to Africa to trade for more slaves, completing the triangle.
2. Conditions on slave ships were horrific. Slaves were packed tightly into the ships in inhumane conditions where many died of disease or suffocation before reaching the Americas.
3. Southern slave owners believed blacks were racially inferior and used this belief to justify harsh treatment of slaves and the institution of slavery overall.
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This document discusses different criteria for choosing books to read, including genre preferences such as poetry, prose, and drama. It also explores various motivations for reading books such as learning, travel, and entertainment. Finally, it examines contexts for reading books such as on transportation, during free time, or while waiting versus alternatives like watching television.
Slavery Module: Lesson five
The document provides an agenda for a lesson on slavery and abolitionists. It includes instructions for students to add to a historical context chart by discussing homework with a partner. Students will then take a mid-unit assessment by independently reading and answering questions about an excerpt from the Narrative of Frederick Douglass. If finished early, students can read a separate text and answer questions. Homework includes finishing questions on the separate text and selecting a new independent reading book.
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This document provides instructions for a lesson on the book "Narrative of the Life of Frederick Douglass." Students are asked to look at images of the book cover and answer questions. They will then learn vocabulary terms and discuss the historical context of the time period through a gallery walk activity. Guiding questions and homework assignments are provided to wrap up the lesson.
Slavery Module: Lesson four
The document provides instructions for a class activity on the topics of slavery and abolition. Students are asked to take out an article on the slave trade from the previous day and write two ideas from it on the "Slavery" section of a historical context anchor chart. They will then view an excerpt from a PBS episode on abolition and answer additional text-dependent questions. Finally, students are assigned homework to add three more ideas to the "Debate over Slavery" section of the anchor chart.
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Slavery Module: Lesson seven
The document provides instructions for a classroom activity where students will place cards on an anchor chart based on categories from Frederick Douglass's Narrative of the Life of Frederick Douglass. The categories include how slavery affects slaves, how it affects slave owners, and the effects of the institution of slavery. The cards contain positions that support or oppose slavery. Students will then compare their placements with a shoulder partner.
Slavery Module: Lesson thirteen
1. The document provides learning objectives and instructions for homework and a poem discussion.
2. It summarizes the poem "If We Must Die" and asks questions about poetic tools used in an excerpt from the Narrative of Frederick Douglass.
3. Students are instructed to analyze how Douglass uses poetic tools like metaphor, repetition, and vivid language to describe the change in his mistress's attitudes towards slavery.
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Latest version of the slides which will go with my Sept. 5 webinar.
You are all welcome to attend it! Here is the link to learn more about it: https://www.dropbox.com/s/1ft1yvy0ld6aden/Fasquel_Lets_study_lit.pdf?dl=0
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This document provides information about course communications and organization for an education course. It outlines how Remind, a communication app, will be used to send messages to students and explains how to sign up. It then describes several in-class activities where students brainstormed concepts like literacy, analyzed media like promotional cups, and considered competencies like critical thinking. Guidelines are provided for selecting a social justice book and posting a critique online before the next class.
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This document summarizes a webinar on using information technology to enhance the study of literature. It discusses using flipped classrooms, creative writing exercises, and discussion forums to analyze works like A Streetcar Named Desire. Students are guided through close readings and analyses of scenes from the play, completing characterization activities and debates. The webinar models interactive teaching methods using technology to supplement traditional literary study with multimedia materials, collaborative projects, and opportunities for feedback. Contact information is provided for the presenter and organizers to continue the discussion.
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To create a story on Storybirds, one first reads other stories for inspiration. Then they press create, choose a theme, and make a title page. Next, they select pictures from the side menu and write the story, saving it along the way. Finally, the completed story can be shared with friends and family.
Slavery Module: Lesson three
1. The triangular slave trade involved three main steps: slaves were brought from Africa to the Americas, cash crops like cotton and tobacco grown by slaves in the Americas were traded for manufactured goods in England, and the goods were brought back to Africa to trade for more slaves, completing the triangle.
2. Conditions on slave ships were horrific. Slaves were packed tightly into the ships in inhumane conditions where many died of disease or suffocation before reaching the Americas.
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The document provides an agenda for a lesson on slavery and abolitionists. It includes instructions for students to add to a historical context chart by discussing homework with a partner. Students will then take a mid-unit assessment by independently reading and answering questions about an excerpt from the Narrative of Frederick Douglass. If finished early, students can read a separate text and answer questions. Homework includes finishing questions on the separate text and selecting a new independent reading book.
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The document provides instructions for a final project on the novel Lord of the Flies. It states that the project should: 1) Identify a theme from Lord of the Flies, 2) Identify and prove with evidence the author William Golding's position on that theme, and 3) Provide your own position on the theme, whether similar to or different from Golding's. It then lists some potential themes and provides examples of paper formats such as an essay or creative writing piece, as well as other options like an art piece, video, or song.
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The document provides instructions for a class activity on the topics of slavery and abolition. Students are asked to take out an article on the slave trade from the previous day and write two ideas from it on the "Slavery" section of a historical context anchor chart. They will then view an excerpt from a PBS episode on abolition and answer additional text-dependent questions. Finally, students are assigned homework to add three more ideas to the "Debate over Slavery" section of the anchor chart.
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Comox.april.2013.writing#3
The document discusses strategies for teaching writing to students. It provides examples of lesson plans and activities teachers can use to improve students' writing abilities. Some of the strategies mentioned include having students do free writes, using "power paragraphs" to organize ideas, transforming written work into poetry, and conferencing with individual students about their writing. The goal is to help students develop strong writing skills and positive self-narratives as writers.
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The document provides instructions for a classroom activity where students will place cards on an anchor chart based on categories from Frederick Douglass's Narrative of the Life of Frederick Douglass. The categories include how slavery affects slaves, how it affects slave owners, and the effects of the institution of slavery. The cards contain positions that support or oppose slavery. Students will then compare their placements with a shoulder partner.
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1. The document provides learning objectives and instructions for homework and a poem discussion.
2. It summarizes the poem "If We Must Die" and asks questions about poetic tools used in an excerpt from the Narrative of Frederick Douglass.
3. Students are instructed to analyze how Douglass uses poetic tools like metaphor, repetition, and vivid language to describe the change in his mistress's attitudes towards slavery.
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The document discusses creating classroom libraries to promote reading. It emphasizes including multiple genres and formats, as well as 7-10 books per student. Free and low-cost print resources include donations, book swaps, sales and grants. Digital options presented include ebooks, audiobooks, and nonfiction articles from various free sources. Selection resources can help teachers choose appropriate books, while organization tools maintain and manage the growing collection. The goal is to provide engaging reading materials that encourage students to read more.
SSR
SSR (Sustained Silent Reading) provides benefits such as increasing reading comprehension, creating a love of reading, and building vocabulary. It allows students to practice reading independently which improves their skills. Students are also able to select their own books to read, even if not on their grade level, which encourages a fun approach to reading. SSR creates opportunities for book discussions and recommendations that foster reading engagement among students.
Onlinepresentation[1]
SSR (Sustained Silent Reading) provides benefits such as increasing reading comprehension, creating a love of reading, and building vocabulary. It allows students to practice reading independently which improves their reading skills. SSR also encourages students to discuss books with friends and suggest titles to each other. Finally, SSR allows students to self-select books of their own choice to make reading an enjoyable experience.
Still learning about reading
This document discusses strategies for motivating readers both in and out of the classroom. It outlines how a librarian can inspire students to love reading through book talks, sharing their own passion for various genres, and giving students choices over what they read. The librarian advocates following the teaching methods of Donalyn Miller to provide time and autonomy for students to become "wild readers." Collaboration with teachers in various subjects and special needs students is also emphasized. A range of reading projects, resources, blogs, and professional development opportunities are presented to continually improve teaching and build reading communities.
Info. & Lit circles. Gold Trail
Different ways to include choice of text and build background knowledge for intermediate and secondary students using information circles (non-fiction) text. Also references to beginning literature circles with senior and younger students.
The Book Love Elective: Taking the Relationship to the Next Level (with clean...
**NOTE -- Ignore the tinyurl link on slide 1.** Austin Hall's Session for Day One of nErDcampMI 2018 on Strategic Reading, his reading workshop based, senior elective course. This version has been modified so that no slides have content that is hidden/obstructed from view.
Semr presentation for august 9, 2012
The document outlines the Schoolwide Enrichment Model - Reading (SEM-R) framework which is designed to provide differentiated reading instruction to meet the needs of individual students. The SEM-R uses three phases - exposure, training and self-selected reading, and interest and choice components - to increase student enjoyment in reading, improve reading skills, and encourage independent reading. The goal is to help students shift from learning to read to reading to learn.
Distance Programming for Adults: Wolfner Library’s Experiment in Book Clubs b...
In May, 2016, Wolfner Talking Book and Braille Library began offering book clubs by conference call to its patrons
statewide. A great deal of thought and planning went into the process of creating a workable program that consists
of three different monthly book clubs. Learn about the challenges Wolfner Library staff faced to create this successful
program, ranging from the methods for conducting the book clubs to determining criteria for book selection, and how
the process could be applied to create programming and bridge a gap in service for your library’s homebound patrons.
Still learning about reading
This document summarizes the work of BJ Neary as a librarian and teacher focused on motivating readers both in and out of the classroom. Some of the key strategies discussed include leading by example as an avid reader, giving students choices in books and reading time, collaborating with other teachers, and using technology like book trailers and blogs to promote reading. After retiring, BJ Neary plans to continue building reading communities by volunteering in classrooms and leading challenges and discussions for lifelong readers.
authorstudy
This document provides guidance on conducting author studies in the classroom. It explains that author studies can enhance students' love of reading by engaging them with a variety of topics and concepts to advance comprehension. The document recommends choosing an author with at least 10-15 books and making sure stories are age-appropriate. It outlines steps for introducing an author study, including creating a poster, reading books by the author, and incorporating activities like guessing games and writing prompts. Sample author study plans and rationales for the order of authors are also presented.
Lit Circles 2013
A full day session, held in Ashcroft, on implementing literature circles, grades 3-12. These groups are focused on helping students have grand conversations, grow thoughtful responses and read, read, read!
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The Book Love Elective: Taking the Relationship to the Next Level (with clean...
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LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UP
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
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The complex relationship between human activities and the environment has been the focus
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population expansion, and economic progress, the effects on natural ecosystems are becoming
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significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
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'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
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Accurate understanding of land use and cover is imperative for the development planning
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and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
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Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
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occur natural.
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His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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Librarian Language Arts Collaboration
- 1. Collaboration Using “The Book Whisperer” and Social Networking
- 2. Shannon Foley, Librarian Cedar Creek Elementary, Eanes ISD sfoley@eanesisd.net @ShannonSFoley
- 3. Professional Reading • Get some teachers on board first! • Use professional development money to purchase copies • Optional book study for a flex day
- 4. Professional Reading • Students read from a variety of genres • Students choose their own books, not whole class sets • Genre requirements can be easily modified
- 5. Professional Reading QuickTime™ and a decompressor are needed to see this picture.
- 6. 4th Grade Student Reading
- 7. 4th Grade Student Reading QuickTime™ and a decompressor are needed to see this picture.
- 8. 5th Grade Student Reading • Poetry Anthology 3 • Realistic Fiction 4 • Historical Fiction 2 • Fantasy/Science Fiction 4 • Newbery Award Winners 2 • Mystery/Horror 2 • Biography/Autobiography/Memoir 3 • Information Books 4 • Your Own Chapter Book of Choice (Any Genre) 6
- 9. 5th Grade Student Reading
- 10. 5th Grade Student Reading QuickTime™ and a decompressor are needed to see this picture.
- 11. 6th Grade Student Reading
- 12. Fiction Genres • Adventure • Fantasy • Horror • Humor • Realistic • Romance • Sports
- 13. Fiction Genres • Bluebonnet Books • Classics • Historical Fiction • Newbery Winners • Mystery
- 14. Book Club
- 15. Conferences • Teacher and librarian conference with each student 2 times per semester during library time • 3-4 students per adult each week • Check progress, reader’s advisory
- 16. Conferences QuickTime™ and a decompressor are needed to see this picture.
- 17. Web 2.0
- 19. Shelfari
- 20. Biblionasium
- 21. Destiny Quest
- 22. Good Reads • Create a private group • Add Discussion and threads • Many authors participate
- 23. Good Reads QuickTime™ and a H.264 decompressor are needed to see this picture. Good Reads
- 27. Book Appeal Terms • Story Line • Pacing • Tone • Writing Style
- 28. Book Reviews QuickTime™ and a decompressor are needed to see this picture.
- 31. QUESTIONS?
- 32. Shannon Foley, Librarian Cedar Creek Elementary, Eanes ISD sfoley@eanesisd.net @ShannonSFoley