This document summarizes a workshop on reading motivation and instruction. The workshop covered topics like reading aloud, finding engaging books for students, and creating a reading community. Key points included that reading aloud is important for building reading skills, choosing books from authors that lead to more reading, and abandoning read alouds that are not engaging students. The workshop suggested having regular read aloud time, inviting student input, and modeling a love of reading to motivate students.
This document outlines an agenda for sharing literature with children, tweens, and teens. It discusses why sharing literature is important, including developing language skills, empathy, and lifelong readers. It also covers establishing a reading identity, finding time to read, expanding reading ranges, the value of reading aloud, and building reading communities. Participants are asked to reflect on their own reading autobiographies and identities as readers. The document provides tips for modeling reading, such as informal displays, booktalking, and using social media like Twitter to connect with others.
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
Creating confident readers and writersTeri Lesesne
This document provides guidance and strategies for booktalking to engage readers. It begins with an overview of the presenters and agenda. It then discusses the importance of getting to know readers through reading autobiographies and surveys. Key factors that engage readers are identified, such as choice, access to books, response, and community. Strategies are presented for finding books, including using bestseller lists and blogs. Tips are provided for setting reading priorities and making time for reading. The document concludes with guidelines and examples for doing effective booktalks to promote books to readers.
This document provides information about various reading resources for students, including books, awards, websites, and periodicals. It begins with a list of platforms for reaching readers like podcasts, YouTube, and Twitter. Then it discusses new books and award winners, including the Printz, Newbery, and Odyssey awards. It provides information on websites for book reviews and discussions. It also lists periodicals like Booklist, School Library Journal, and Horn Book. The document emphasizes the importance of researching to find books that will motivate reluctant readers and assessing students in ways they enjoy, like tweets, videos, or podcasts. It concludes by reminding readers that they have rights to read anywhere and anything they choose.
A Brebeuf College school Collaborative Inquiry, 2014 about Independent Reading & Student Voice. It focuses on incorporating daily Independent Reading (utilizing Penny Kittle’s practical strategies, Blended eLearning communication & feedback tools, along with 21C Learning Skills) to foster student engagement, encourage Student Voice and improve literacy proficiency in ENG1L/1D/2L.
This document provides an agenda and notes for a literacy education workshop. The agenda includes discussing questions from the previous day, using picture books as mentor texts, exploring blackout and highlight poetry techniques, remixing texts, exploring apps for literacy education, building professional learning networks via social media, and wrapping up. The notes provide additional details about using picture books to teach skills and genres, examining text structures, developing empathy and other literary elements, and exploring various apps and social media platforms for professional collaboration and outreach.
Debbie Alvarez provides many suggestions for encouraging reading in the classroom, including reading aloud daily, celebrating book-related holidays and events, recommending books to students, and maintaining an enthusiastic reading environment. She recommends the book "Reading in the Wild" by Donalyn Miller as a professional resource. Alvarez also shares online reading resources and book lists to support teachers in selecting books for students.
This document provides strategies for motivating high school students to read literature in a foreign language. It discusses how motivation typically drops off during initial readings. It proposes incorporating pre-reading activities to build context and engagement before students read passages. Example activities include having students fill in missing text, create comics based on summaries, or arrange dialogue excerpts by color-coding speaker quotes. The goal is to help students form personal connections with the text before reading it directly. Additional tips suggest varying seating arrangements and assessment tools to keep lessons interactive and raise students' appreciation of literature in the target language.
This document outlines an agenda for sharing literature with children, tweens, and teens. It discusses why sharing literature is important, including developing language skills, empathy, and lifelong readers. It also covers establishing a reading identity, finding time to read, expanding reading ranges, the value of reading aloud, and building reading communities. Participants are asked to reflect on their own reading autobiographies and identities as readers. The document provides tips for modeling reading, such as informal displays, booktalking, and using social media like Twitter to connect with others.
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
Creating confident readers and writersTeri Lesesne
This document provides guidance and strategies for booktalking to engage readers. It begins with an overview of the presenters and agenda. It then discusses the importance of getting to know readers through reading autobiographies and surveys. Key factors that engage readers are identified, such as choice, access to books, response, and community. Strategies are presented for finding books, including using bestseller lists and blogs. Tips are provided for setting reading priorities and making time for reading. The document concludes with guidelines and examples for doing effective booktalks to promote books to readers.
This document provides information about various reading resources for students, including books, awards, websites, and periodicals. It begins with a list of platforms for reaching readers like podcasts, YouTube, and Twitter. Then it discusses new books and award winners, including the Printz, Newbery, and Odyssey awards. It provides information on websites for book reviews and discussions. It also lists periodicals like Booklist, School Library Journal, and Horn Book. The document emphasizes the importance of researching to find books that will motivate reluctant readers and assessing students in ways they enjoy, like tweets, videos, or podcasts. It concludes by reminding readers that they have rights to read anywhere and anything they choose.
A Brebeuf College school Collaborative Inquiry, 2014 about Independent Reading & Student Voice. It focuses on incorporating daily Independent Reading (utilizing Penny Kittle’s practical strategies, Blended eLearning communication & feedback tools, along with 21C Learning Skills) to foster student engagement, encourage Student Voice and improve literacy proficiency in ENG1L/1D/2L.
This document provides an agenda and notes for a literacy education workshop. The agenda includes discussing questions from the previous day, using picture books as mentor texts, exploring blackout and highlight poetry techniques, remixing texts, exploring apps for literacy education, building professional learning networks via social media, and wrapping up. The notes provide additional details about using picture books to teach skills and genres, examining text structures, developing empathy and other literary elements, and exploring various apps and social media platforms for professional collaboration and outreach.
Debbie Alvarez provides many suggestions for encouraging reading in the classroom, including reading aloud daily, celebrating book-related holidays and events, recommending books to students, and maintaining an enthusiastic reading environment. She recommends the book "Reading in the Wild" by Donalyn Miller as a professional resource. Alvarez also shares online reading resources and book lists to support teachers in selecting books for students.
This document provides strategies for motivating high school students to read literature in a foreign language. It discusses how motivation typically drops off during initial readings. It proposes incorporating pre-reading activities to build context and engagement before students read passages. Example activities include having students fill in missing text, create comics based on summaries, or arrange dialogue excerpts by color-coding speaker quotes. The goal is to help students form personal connections with the text before reading it directly. Additional tips suggest varying seating arrangements and assessment tools to keep lessons interactive and raise students' appreciation of literature in the target language.
Booktalking for upper elementary and middle school agescfischbuch
This document provides a list of booktalking tools and book recommendations for upper elementary and middle school students. It outlines several websites and blogs that contain book reviews, booktalks, trailers and other resources for finding and promoting books. It then provides summaries and read-aloud suggestions for over 50 fiction and non-fiction titles spanning various genres like graphic novels, novels in verse, short stories and more. The document concludes with a section titled "To be Read" that outlines additional upcoming book titles to keep an eye out for in the upcoming school year.
Distance Programming for Adults: Wolfner Library’s Experiment in Book Clubs b...Amy C. Nickless
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.
This document describes a collaborative creative writing workshop for Year 8 students from 4 inner city schools. Key aspects include:
- 32 students worked in groups of 4 on a common story scenario from different character perspectives.
- Students provided peer feedback, edited each other's work, and published their stories as iBooks.
- Surveys found students improved writing skills and enjoyed collaborating, though faced some challenges coordinating stories and contributions.
- Suggested improvements include more conflict resolution training, alternative plot structures, increased peer feedback, and addressing technology barriers to publishing. The workshop aimed to enhance writing skills through collaboration.
The document summarizes the origins and guidelines of #bookaday challenges, which encourage readers to read one book per day and share their thoughts on social media. It began in 2009 as an individual challenge by Donalyn Miller, and expanded in 2010 with the #bookaday hashtag. The challenges have benefits like celebrating reading, expanding one's knowledge of books, and connecting with an online reading community.
The document provides guidance for youth services librarians on how to be effective readers' advisors. It discusses classic elements of readers' advisory like genre, reading level, and plot. It also emphasizes the importance of reading widely, being enthusiastic, and having in-depth knowledge to provide recommendations. The document concludes with advice to read extensively so you can confidently recommend books in different genres.
This document summarizes a presentation by Teri Lesesne and Donalyn Miller about promoting wild and naked reading. Their goals are to discuss wild readers, naked reading, and share book recommendations. They begin by introducing themselves and their reading histories. They discuss the importance of developing a positive reading identity and having a reading family. They explore what could motivate readers before and after reading, such as choosing their own books, comfortable reading spaces, and book fairs. The presentation emphasizes the importance of physical, intellectual, emotional, and moral access to reading materials. It also discusses personal responses to reading, sharing reading experiences, and providing guidance to help readers expand their horizons. Overall, the document promotes engaging readers by cultivating trust
This document discusses the importance of diversity in children's literature. It notes that in 2014, an industry event included more cats than people of color as speakers. It highlights the #WeNeedDiverseBooks movement on social media calling for more diverse representation. The document provides recommendations for teachers and librarians, including maintaining a variety of high quality and accurate books that serve as mirrors for students' identities or windows into other lives and cultures. It shares links to resources for finding books representing different ethnicities and experiences.
A good children's book engages children's imagination, uses fun language and pictures, and keeps children's attention while involving them in the story. It should be developmentally appropriate and stimulate learning. Classroom libraries are important for children to practice reading, but some argue centralized school libraries are more cost effective. Selection policies help guide book choices and address challenges in a transparent way to avoid censorship accusations.
This is a presentation given at the Fall 2014 Westerville City Schools Waiver Day by Karen Yingling, Blendon Middle School Librarian. An annotated bibliography is available.
A good children's book selection policy is important to avoid censorship challenges and provide guidance for librarians. Selection policies outline the goals for a children's collection and procedures for how books will be chosen. They help defend against accusations of bias and provide transparency in decision making. Some key factors that policies address include developmental appropriateness, appeal to readers, and inclusion of diverse perspectives.
This document provides summaries and recommendations for 100 middle grade books covering a variety of genres including horror, mysteries, historical fiction, sports stories, action/adventure, fantasy, books for girls and boys, and books promoting diversity. Each book or series is summarized in a few sentences noting key elements like time periods, locations, characters, and themes that readers might enjoy.
The document discusses strategies for libraries to attract young professionals aged 20-30. It recommends focusing programming efforts on casual events like book clubs held in coffee shops or bars. It also suggests hosting social events like speed dating and music nights. The document advises listening to what young patrons are interested in and letting them help shape the collection through recommendations. It stresses the importance of graphic novels and nontraditional materials to engage young adults.
This is an assignment for Youth Services Librarianship. The goal was to communicate a new library program or collection to the school board. I researched and implemented a new audiobook collection in the fictional Anytown High School library for this assignment.
This document provides summaries for various books organized by genre and themes that readers might enjoy. Each section is titled "For Readers Who Like" followed by several keywords and ends with the title of a recommended book. There are over 80 sections that suggest books for readers interested in topics like animals, mysteries, historical fiction, sports stories and more.
This document provides guidance and strategies for becoming an effective reader. It discusses how to find time to read, decide what books to read, and remember what is read. It also offers ideas for sharing books with students and connecting books through themes. Specific reading habits are outlined, such as previewing texts, annotating, summarizing, analyzing, looking for patterns, contextualizing readings, and comparing works. The document provides resources for locating books related to various subjects and addressing different reading standards.
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
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!
The document discusses a new collection of Playaway digital audiobooks that have been acquired by the Anytown High School Library. It notes that research shows that audiobooks can help introduce students to books above their reading level, model good interpretive reading, teach critical listening, introduce new genres, and introduce new vocabulary. A student reacted positively that the Playaways were easy to listen to and requested that more titles in genres like fantasy, adventure, and short stories be acquired.
Want to raise readers be literacy modelsTeri Lesesne
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.
Booktalking for upper elementary and middle school agescfischbuch
This document provides a list of booktalking tools and book recommendations for upper elementary and middle school students. It outlines several websites and blogs that contain book reviews, booktalks, trailers and other resources for finding and promoting books. It then provides summaries and read-aloud suggestions for over 50 fiction and non-fiction titles spanning various genres like graphic novels, novels in verse, short stories and more. The document concludes with a section titled "To be Read" that outlines additional upcoming book titles to keep an eye out for in the upcoming school year.
Distance Programming for Adults: Wolfner Library’s Experiment in Book Clubs b...Amy C. Nickless
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.
This document describes a collaborative creative writing workshop for Year 8 students from 4 inner city schools. Key aspects include:
- 32 students worked in groups of 4 on a common story scenario from different character perspectives.
- Students provided peer feedback, edited each other's work, and published their stories as iBooks.
- Surveys found students improved writing skills and enjoyed collaborating, though faced some challenges coordinating stories and contributions.
- Suggested improvements include more conflict resolution training, alternative plot structures, increased peer feedback, and addressing technology barriers to publishing. The workshop aimed to enhance writing skills through collaboration.
The document summarizes the origins and guidelines of #bookaday challenges, which encourage readers to read one book per day and share their thoughts on social media. It began in 2009 as an individual challenge by Donalyn Miller, and expanded in 2010 with the #bookaday hashtag. The challenges have benefits like celebrating reading, expanding one's knowledge of books, and connecting with an online reading community.
The document provides guidance for youth services librarians on how to be effective readers' advisors. It discusses classic elements of readers' advisory like genre, reading level, and plot. It also emphasizes the importance of reading widely, being enthusiastic, and having in-depth knowledge to provide recommendations. The document concludes with advice to read extensively so you can confidently recommend books in different genres.
This document summarizes a presentation by Teri Lesesne and Donalyn Miller about promoting wild and naked reading. Their goals are to discuss wild readers, naked reading, and share book recommendations. They begin by introducing themselves and their reading histories. They discuss the importance of developing a positive reading identity and having a reading family. They explore what could motivate readers before and after reading, such as choosing their own books, comfortable reading spaces, and book fairs. The presentation emphasizes the importance of physical, intellectual, emotional, and moral access to reading materials. It also discusses personal responses to reading, sharing reading experiences, and providing guidance to help readers expand their horizons. Overall, the document promotes engaging readers by cultivating trust
This document discusses the importance of diversity in children's literature. It notes that in 2014, an industry event included more cats than people of color as speakers. It highlights the #WeNeedDiverseBooks movement on social media calling for more diverse representation. The document provides recommendations for teachers and librarians, including maintaining a variety of high quality and accurate books that serve as mirrors for students' identities or windows into other lives and cultures. It shares links to resources for finding books representing different ethnicities and experiences.
A good children's book engages children's imagination, uses fun language and pictures, and keeps children's attention while involving them in the story. It should be developmentally appropriate and stimulate learning. Classroom libraries are important for children to practice reading, but some argue centralized school libraries are more cost effective. Selection policies help guide book choices and address challenges in a transparent way to avoid censorship accusations.
This is a presentation given at the Fall 2014 Westerville City Schools Waiver Day by Karen Yingling, Blendon Middle School Librarian. An annotated bibliography is available.
A good children's book selection policy is important to avoid censorship challenges and provide guidance for librarians. Selection policies outline the goals for a children's collection and procedures for how books will be chosen. They help defend against accusations of bias and provide transparency in decision making. Some key factors that policies address include developmental appropriateness, appeal to readers, and inclusion of diverse perspectives.
This document provides summaries and recommendations for 100 middle grade books covering a variety of genres including horror, mysteries, historical fiction, sports stories, action/adventure, fantasy, books for girls and boys, and books promoting diversity. Each book or series is summarized in a few sentences noting key elements like time periods, locations, characters, and themes that readers might enjoy.
The document discusses strategies for libraries to attract young professionals aged 20-30. It recommends focusing programming efforts on casual events like book clubs held in coffee shops or bars. It also suggests hosting social events like speed dating and music nights. The document advises listening to what young patrons are interested in and letting them help shape the collection through recommendations. It stresses the importance of graphic novels and nontraditional materials to engage young adults.
This is an assignment for Youth Services Librarianship. The goal was to communicate a new library program or collection to the school board. I researched and implemented a new audiobook collection in the fictional Anytown High School library for this assignment.
This document provides summaries for various books organized by genre and themes that readers might enjoy. Each section is titled "For Readers Who Like" followed by several keywords and ends with the title of a recommended book. There are over 80 sections that suggest books for readers interested in topics like animals, mysteries, historical fiction, sports stories and more.
This document provides guidance and strategies for becoming an effective reader. It discusses how to find time to read, decide what books to read, and remember what is read. It also offers ideas for sharing books with students and connecting books through themes. Specific reading habits are outlined, such as previewing texts, annotating, summarizing, analyzing, looking for patterns, contextualizing readings, and comparing works. The document provides resources for locating books related to various subjects and addressing different reading standards.
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
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!
The document discusses a new collection of Playaway digital audiobooks that have been acquired by the Anytown High School Library. It notes that research shows that audiobooks can help introduce students to books above their reading level, model good interpretive reading, teach critical listening, introduce new genres, and introduce new vocabulary. A student reacted positively that the Playaways were easy to listen to and requested that more titles in genres like fantasy, adventure, and short stories be acquired.
Want to raise readers be literacy modelsTeri Lesesne
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.
This document discusses best practices for building a reading community in the classroom. It recommends building community through reading aloud, offering choice in reading materials, using authentic literature, and facilitating real student responses. It also discusses the importance of the teacher as a reader, providing access to books, allowing choice, and making time for reading. Qualitative and quantitative measures are examined for determining text complexity as required by the Common Core. The document advocates using awards lists, narrative structure, language usage, and knowledge demands when selecting texts beyond quantitative measures alone.
This document discusses facilitating student choice in reading within curriculum constraints. It summarizes research showing that increased reading leads to improved reading skills. When students are allowed to choose their own books at their reading level, they are more engaged and motivated to read. The Common Core State Standards emphasize student achievement over prescribed means, allowing choice in what students read. Moving away from whole-class novels to individual choice or text sets based on themes or genres provides more opportunities for each student to read books they find interesting.
This document discusses strategies for engaging reluctant readers in urban classrooms. It begins by reviewing data that shows achievement gaps in reading proficiency between white, black, and Hispanic students. It then discusses the differences between struggling and reluctant readers, with reluctant readers needing motivation to actually read. The document proposes several strategies to engage reluctant readers, including getting interesting books into students' hands, allowing for differentiated instruction and multimodal learning, providing support for struggling readers, and promoting recreational reading. It suggests that books for reluctant readers have catchy covers, exciting artwork, engaging characters and plots, and themes appealing to teenagers. The goal is to help motivate urban students to read.
This document provides information about implementing literature circles in middle school classrooms. It begins with background on declining reading motivation and achievement in middle school and how literature circles can help by actively engaging students in constructing meaning from texts. It then outlines the literature circle process, including choosing books, assigning student roles, holding group discussions, and completing response projects. The document provides templates for role sheets and offers suggestions for getting started, such as modeling discussions, allowing choice in book selection, and providing support for struggling readers. The overall goal is to create motivated and engaged readers who think deeply about texts.
Fostering a Love of Reading through Read-Aloudslakeverna
This document discusses how read-alouds can foster a love of reading in students. It defines literacy and explains that researchers have found read-alouds to be beneficial. It provides critical components for effective implementation of read-alouds, such as having a regular time and place, using a variety of literature that interests students, and modeling fluent reading. The benefits of read-alouds for all students are explained, such as inspiration for reading and exposure to rich language.
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.
This document provides guidance for teachers on motivating students to read through the TARGET framework: Trust, Access, Response, Guidance, Engagement, and Talk. It discusses establishing trust with recommended authors, providing access to books through various formats and genres, eliciting personal and critical responses, guiding students up the "reading ladder" through scaffolded experiences, engaging students using Cambourne's conditions for learning, and creating opportunities for book talks. Research findings on student motivations are presented, as are strategies like choice, differentiation, and complex yet accessible texts.
The document discusses best practices for building reading communities in the classroom. It recommends building community among readers, reading aloud frequently, offering choice in reading materials, using authentic literature, and encouraging real responses to reading. Building a strong reading community helps students with comprehension and collaboration skills outlined in the Common Core State Standards. The community can be extended beyond the classroom through online resources. Qualitative measures are important to consider when selecting texts in addition to quantitative analysis.
This document discusses strategies for teaching difficult texts to students. It explains that challenging, meaningful books that are appropriately scaffolded can engage and stretch students as readers. While such texts may be difficult, providing reading strategies and support can help students develop skills for independently comprehending complex college-level material. The document offers various framing, pre-reading, during-reading, and post-reading activities teachers can use to help students read difficult books deeply.
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.
This document provides information about a presentation for the Texas Library Association Conference in 2019 including details about the presenters Teri Lesesne and Karin Perry. It promotes several types of books that will be discussed in the presentation such as graphic novels, novels in verse, novels told through text messages, and picture books for teenage readers. The presentation encourages attendees to learn about book genres that can remedy low teen reading rates and should not be missed.
Twu conference mar 19 lesesne and millerTeri Lesesne
This document discusses factors that give readers joy and promote reading motivation. It notes that providing access to books through school libraries and at home, allowing student choice in book selection, and making time for reading are important. Research shows that self-selected reading results in greater involvement and motivation to read compared to teacher-selected reading. The document emphasizes allowing student voices and personal responses to reading to be heard. The overall goal should be fostering a love of reading.
This document summarizes a presentation about reading trends among educators and students. Some key points:
- A survey of 2,000 educators found that most read fewer than 2 books per month, and do not take advantage of audiobooks or social media to engage with reading. However, over 6,000 children's books are published each year.
- Educators are not necessarily reading the types of books that interest students, like graphic novels. They also do not use social media as much as students to find and discuss books.
- For educators to become better reading role models, the presentation recommends they make time for reading, permit student choice in materials, show interest in what students read, and
This document summarizes a presentation about reading for educators. It discusses how most educators do not read enough books per month to be good role models for students. Educators also tend to get recommendations from places like Goodreads rather than using social media, where students are. The presentation recommends that schools make reading a priority through role models, dedicated reading time, choice in materials, and showing interest in what students read both in and out of school. Educators are encouraged to set reading goals to become better models of reading engagement for their students.
The document discusses bringing books to students and getting them excited about reading. It introduces Teri Lesesne and Donalyn Miller, who will be speaking. It provides their contact information and websites. It then lists different genres of books that could appeal to students, with statistics showing that 67% of students do not typically read graphic novels. The genres listed include classics retold, graphic novels, fiction picture books, middle grade fiction, young adult fiction, long form nonfiction, nonfiction picture books, and poetry.
This document summarizes the results of a survey about educators' reading habits and behaviors. It finds that most educators report reading 1-2 books per month or less. This suggests they may not be strong role models for students as readers. The document also notes that most educators are not using social media or other tools to engage with students about books. It recommends that educators set aside time for reading, permit student choice in materials, show interest in student reading, and become role models by developing their own reading plans and goals.
This document summarizes a presentation about reading habits and the role of educators as reading role models. Some key points made:
- Survey data found that most educators read 1-2 books per month, with only 15% reporting reading 7 or more books per month. This is concerning given that over 6,000 children's/YA books are published each year.
- Most educators are not using tools like audiobooks or social media that students engage with. Only 19% have a social media presence for recommendations.
- For educators to better promote reading, the presentation recommends they become role models by setting aside daily reading time, permitting student reading choices, and showing interest in what students read inside and outside
This document provides information about graphic novels, including how to teach students how to read them and ways they can be analyzed and discussed in the classroom. It also lists the author's social media accounts and websites. Additionally, it shares some fun facts about human decomposition.
This document discusses metafiction, which is fiction that references or comments on its own fictional status. It provides examples of picture books that use metafiction techniques to get kids thinking, such as Harold and the Purple Crayon, Mysteries of Harris Burdick, and The Monster at the End of This Book. The document also includes links to blog posts and articles about metafiction and lists of metafictional books.
This document provides a summary of the best new books for middle grade and young adult readers in 2018 that emphasize diversity. It lists award winning books from 2017 that featured diverse characters and experiences. It also discusses the need for diversity in children's books, noting that most teachers and books historically have not reflected the diversity that exists. Several links are provided to sources that further explain the importance of including diverse representations and experiences in literature for young readers.
The document provides a list of book titles and resources that promote social justice themes, including mirrors, windows, and sliding glass doors by Rudine Sims Bishop; All Kinds of Families by Suzanne Lang; biographies about famous African Americans; books about segregation and integration; and links to the Coretta Scott King Award and Jane Addams Book Award websites which recognize children's and young adult books that promote understanding and respect. It also includes a link to a website with additional social justice book lists.
This document discusses nonfiction books and resources for finding quality nonfiction. It begins by exploring two definitions of nonfiction - one that defines it as a genre based on what it is not (fiction), and one that describes it as telling the real world, real experiences, real people or ideas. It then lists several awards for excellence in nonfiction writing, including the Sibert award, YALSA nonfiction award, and Orbis Pictus award. Finally, it discusses criteria for evaluating young adult nonfiction, such as the author's qualifications, accuracy of facts, role of visuals, and whether the title accurately reflects the book's contents.
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.
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".
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 thoughtsTeri Lesesne
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.
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 PresoTeri Lesesne
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.
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.
This document provides guidance for book selection committee members. It discusses the author's experience serving on various awards committees and what they have learned. It emphasizes listening to other committee members, as sometimes others know more. The document asks for any questions or concerns and provides resources on literary elements and devices to help in analysis. It discusses setting parameters for selection, determining appropriate audience, managing the reading workload, tracking books, and guidelines for civil discussion.
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
Reimagining Your Library Space: How to Increase the Vibes in Your Library No ...Diana Rendina
Librarians are leading the way in creating future-ready citizens – now we need to update our spaces to match. In this session, attendees will get inspiration for transforming their library spaces. You’ll learn how to survey students and patrons, create a focus group, and use design thinking to brainstorm ideas for your space. We’ll discuss budget friendly ways to change your space as well as how to find funding. No matter where you’re at, you’ll find ideas for reimagining your space in this session.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
How to Manage Your Lost Opportunities in Odoo 17 CRMCeline George
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
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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How to Make a Field Mandatory in Odoo 17Celine George
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
7. ―Reading aloud with children is known to
be the single most important activity for
building the knowledge and skills they will
eventually require for learning to read.‖
— Marilyn Jager Adams
77. Quantative
Quantitative measures stand as proxies
for semantic and syntactic complexity:
Word difficulty (frequency, length)
Sentence length and syntax
Some newer measures also measure
text cohesion and other features of
vocabulary
79. Problems with Quantitative
Analysis of Books
Reading levels
Syllables
Sentences
Lexile Levels
Syllables
Sentences
Semantics
Syntax
All of these rate only how students perform on tests
99. Here are recommendations
from lexile.com
Grades 2-3 Fiction
Alabama Moon
Cleopatra’s Moon
Under the Baseball Moon
NEW MOON
Grades 4-5 Humor
Jake Reinvented
I Want to Grow Hair
Hero by Perry Moore
100. Here are recommendations
from lexile.com
Grades 6-8 Graphic Novels
Sparky
11 other titles, none familiar
Grades 9-10 Mystery
Koontz, Poe, Bunting
Grades 11-12 Biography
Pocohantas, Shakespeare, Joan of Arc, Zane Grey
101. Using the resources we have at our fingertips
&
Not all these formulaic means
102.
103. Conventional Wisdom
Where do we go to get ideas about what to read?
How can we narrow it down from the 7500+ books
published annually?
How can we determine which books for which kids?
How do we then provide proof of rigor?
104. Where to get
recommendations?
Lists
Awards lists
Newbery
Printz
State reading lists
Bluebonnet
Lone Star
TAYSHAS
Maverick
Starred Review lists
Teens Top Ten
111. Starred Reviews
SIX STARS
Code Name Verity. Elizabeth Wein.
Fault in Our Stars, The. John Green.
Z Is for Moose. Kelly Bingham, illus. by Paul O.
Zelinsky.
FIVE STARS
Green. Laura Vaccaro Seeger.
112. Seeing Stars
FOUR STARS
Black Hole Is NOT a Hole, A. Carolyn Cinami
DeCristofano, illus. by Michael Carroll
Grave Mercy. Robin LaFevers
THREE STARS
Curveball: The Year I Lost My Grip. Jordan
Sonnenblick
Lions of Little Rock, The. Kristin Levine
Wonder. R.J. Palacio
145. ―Students should have guidance
and frequent opportunities to work
with teachers and other students as
a community of learners, observing
their teachers as readers and
writers.
—NCTE Position on the Teaching of English
146. ―Reading Teacher (RT) a
teacher who reads and a
reader who teaches.‖
–Commeytas, Bisplinghoff, and Olson (2003)
147. 56% of unenthusiastic readers did not
have a teacher who shared a love of
reading, while 64% of enthusiastic
readers did have such a teacher.
-- Nathanson, Pruslow and Levitt (2008)
155. Titletalk
Last Sunday of the month
7-8 PM CST
156. How to Join
Use hashtag: #titletalk
Use an app like HootSuite or Tweetdeck
Select "search" option using Titletalk
Post using #titletalk
Visit the archives (thanks Cindy!)
239. “I have long been convinced
that the central and most
important goal of reading
instruction is to foster a
love of reading.”
–Linda Gambrell, “Creating Classroom Cultures
that Foster Reading Motivation”
Editor's Notes
This photo seems blurry. Retake it with the original post-it or reconsider the others on file.