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Region x 2015 (1)
This document summarizes a presentation by Teri Lesesne and Karin Perry about using picture books in the classroom. Some key points: - They discuss using picture books as mentor texts to introduce concepts, lessons and objectives. As well as activities like creating found poems. - Promoting reading through booktalking, displays, and engaging read alouds. - Their personal reading histories and how it influences their work today. Recommending the best books of 2015. - Ways to develop literacy skills like examining plot structures, character development, and using picture books in other subject areas like math and history. - The importance of modeling a love of reading for students and creating an engaging classroom
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- 1. Teri (and Karin)Talk Books: Where to Find Them, How to Use Them Region X May 2015 Slideshare.net/Prof essorNana
- 2. OUR DAY ATA GLANCE • Picture books Mentor texts Introduce concepts and lessons and objectives Create found poems, highlight, blackout poetry • Promoting reading Booktalking new and older books Displays that grab attention and add to circulation Read alouds that take little time AND LOTS OF NEW BOOKS
- 3. Teri Lesesne (rhymes withinsane) • @professornana • LS5385blog.blogspot.com • Professornana.livejournal.com • doctorL@shsu.edu
- 4. Karin Perry • @kperry •http://www.karinsbooknook.com • http://karinlibrarian.tumblr.com • kperry@shsu.edu
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- 8. Karin: the earlyyears Lassie – Little Golden Books Disney Book-of-the-Month Club
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- 12. Where’s the YA?Teri’s Teens
- 13. The YA-YA Years:Karin
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- 15. A Bit Disturbed?:Karin
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- 20. What Does TBRMean?
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- 22. • Recommendation fromour Voxer group • Cover • Title • Author • Blurb • Review • Genre Setting up our TBR Stack/Shelf
- 23. RECOMMENDED BEST BOOKS 2015 28DAYS 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
- 24. CHARACTER, DRIVEN COLONIAL MADNESS COUNTINGCROWS 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
- 25. MAKING PRETTY MACBETH (GN) MILOSPECK 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
- 26. THE DEATH OFTHE 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
- 27. Part of Teri’sreading family
- 28. Plus #titletalk, #nerdybookclub #bookaday, yalsa-bk,LIB_SCI, #bproots Some of Teri’s communities
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- 30. Karin’s Reading Partners •Tumblr Feed • Twitter • Facebook • Instagram • Voxer • Real-Life Friends • Work Colleagues
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- 33. Turn and talkat your tables about your memories of reading. And get out your smart phones or devices for a short survey Go to www.kahoot.it
- 35. A short surveyabout reader identity Get ready…
- 36. Getting to KnowReaders • Ask them to create a reading autobiography Can be written Can use app such as www.whenintime.com Here is Teri's Here is Karin’s • Collect them, analyze them for commonalities • Identify kids who are already readers and those who are not
- 37. Top Reasons WeShare Literature The WHY
- 38. #1 It isFUN!
- 39. #2 It aidsin the acquisition of language and language development.
- 40. #3 It developsempathy.
- 41. #4 It transmitscultures.
- 42. #5 It aidsin the development of lifelong readers: Unconscious Delight
- 43. #6 It aidsin the development of lifelong readers: Reading Autobiographically
- 44. #7 It aidsin the development of lifelong readers: Reading Vicariously
- 45. #8 It aidsin the development of lifelong readers: Reading for Philosophical Speculation
- 46. #9 It aidsin the development of lifelong readers: Reading Aesthetically
- 47. #10 It canhelp us teach content.
- 48. Using Picture Books tocreate classroom magic
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- 54. HISTORY A DAYAT A TIME 54
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- 60. So how canwe 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?
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- 65. This read aloudbrought 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.” 65
- 66. – What does theopening sentence tell readers? Setting Main characters Motif Archetype And…it’s going to be funny! 66 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
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- 70. Celebrating Cultures Through extensivereading 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. 70
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- 73. Focus on theart • Color • Media • Technique • Perspective • Composition
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- 79. New takes, oldtales
- 80. New Takes onold tales
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- 82. New take onold tales
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- 89. EDGE OR FRINGEREADING Finding time to read a problem? Consider this…
- 90. Finding Time toRead • 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 90
- 91. So how dopicture 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)
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- 96. Add history tothe mix
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- 102. Steps • Use F&Gsof picture books or purchase old copies from library sales, etc. • Design a “poster” for the book using illustrations and key words (one word, phrase, key sentence, theme, etc.)
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- 104. Legend of thebluebonnet
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- 106. Sample from PaulHankins
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- 108. YOUR TURN • Selectan F&G • Tear it apart • Rebuild it • Keep in mind Theme? Characters? Setting? Another literary element?
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- 110. Black out andHighlight Poetry Using ARCs
- 121. NOW IT’S YOURTURN • Take a page (or 2 or 3 or more) from one of the ARCs • Create a highlighter poem • Or create a blackout poem • You may work alone • Or you may work in groups • Work quickly • Don’t overthink this • Be prepared to share
- 122. Don’t lose sightof the pb
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- 124. Educators as Models Turnto your shoulder partner and brainstorm ways we can demonstrate our love of reading.
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- 126. Book Walls/Doors Jillian HeiseSarah Anderson http://www.heisereads.com/ http://yaloveblog.com/
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- 136. High School ClassroomLibraries http://yaloveblog.com/2012/05/29/creating-and-managing-a-classroom-library/
- 137. READ ALOUDS ANDAUDIOBOOKS
- 138. LITTLE RED RIDINGHOOD AND THE WOLF
- 139. Here is oneversion
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- 143. Memories of readalouds? Share with others Report out
- 144. The Why • Whatresearch says Alicia Martinez Stephen Krashen Jim Trelease & More Becoming a Nation of Readers • What we know from our own research Pleasure Prosody Performance
- 145. Alicia Martinez • Meta-analysisof all read aloud studies up to 1985 No matter age/grade, reading aloud improved: • Vocabulary • Reading comprehension • Grammatical understanding (sentence structures, etc.)
- 146. Stephen Krashen • Whenteachers 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
- 147. Jim Trelease • TheRead Aloud Handbook • First 150 pp. online here: http://tinyurl.com/k9j3uzv
- 148. More research • http://tinyurl.com/kb8sw5qBillTeale • 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
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- 151. Becoming a Nation ofReaders (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
- 152. 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
- 153. PLEASURE • SCIENTIFIC READINGFACT: 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
- 154. PROSODY • Prosody isthe 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?
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- 191. 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. 191
- 192. 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. 192
- 193. Informational Poetry • Howcould 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? 193
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- 198. Selections from thelist • 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
- 199. • BECAUSE OFWINN DIXIE • BEE TREE • BIGGER THAN A BREADBOX • BINK AND GOLLIE • BOY + BOT • BOY IN THE STRIPED PAJAMAS • BRIDGE TO TERABITHIA • BUD NOT BUDDY
- 200. • CRANKEE DOODLE •CRANKENSTEIN • CREEPY CARROTS • CROOKED KIND OF PERFECT • DAY THE CRAYONS QUIT • DEAR MR. MUTT • DECEMBER • DO NOT READ THIS BOOK • DOGZILLA
- 201. • HARRIS ANDME • 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
- 202. • LAWN BOY •LEONARD THE TERRIBLE MONSTER • LIBERATION OF GABRIEL KING • LIBRARIAN WHO MEASURED THE EARTH • LIBRARY MOUSE • LIGHTNING THIEF • LILY’S PURPLE PLASTIC PURSE
- 203. • 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
- 204. • OWL MOON •PETER’S CHAIR • PIGGIE PIE • PINK AND SAY • PIGGIE AND GERALD • PRESS HERE • RIFLE • ROLL OF THUNDER HEAR MY CRY • RUBY HOLLER
- 205. • SPEAK • STANDTALL • 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
- 206. Observations about thelist 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.
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