This document outlines the syllabus for a course on teaching children's literature. The course will explore a variety of topics related to using children's books in elementary classrooms, including book selection criteria, social issues in children's literature, censorship, and teaching strategies. Students will read and discuss many children's books, complete assignments like web searches and book circles to share books with the class, and write responses to readings. The goal is for students to develop an understanding of how children's literature can address topics like relationships, culture, and social justice.
Literature Circles 2011 Summer VAT Meeting Tori Simmons
Literature circles involve students reading the same novel or story independently and meeting periodically in small groups to discuss what they've read. During these meetings, students take on different roles like discussion director, vocabulary enricher, or literary luminary to enhance comprehension and promote collaboration. The document provides examples of basic literature circle models where students choose books, read independently, and meet weekly to discuss in their groups. It also describes a talking stick model where students use popsicle sticks to regulate discussion turns. Overall, literature circles allow students to read independently yet still engage in meaningful discussions about texts.
Literature circles involve students choosing their own reading materials and meeting regularly in small groups to discuss what they've read. During discussions, students take on rotating roles like discussion director, summarizer, or illustrator. The teacher acts as a facilitator rather than leading discussions. Students keep reading logs and present their understanding to the class at the end of reading. The goal is for students to work through the information skills process of questioning, locating answers, synthesizing information, and presenting to others.
The document discusses the importance of extensive reading and provides suggestions for motivating students to read more. It addresses choosing appropriate reading materials based on students' interests and developing their reading skills. Additionally, it recommends creating a supportive reading culture in the classroom and school through various activities like literature circles, book displays, and integrating reading into the curriculum.
In this science and literacy lesson, kindergarten students will hear a story about a girl who creates things from everyday materials. The students will then explore recyclable materials and document their characteristics using writing and drawing. They will examine materials like cardboard, plastic bottles, and string. The lesson incorporates standards around identifying story elements, speaking clearly, and adding drawings to descriptions. Students will participate in the read aloud, examine materials, and write about material characteristics. The teacher will model the activity and students will share their inventions. Assessments include observation notes and examining student worksheets documenting invented designs.
Literature circles involve students choosing their own reading materials and meeting regularly in small groups to discuss what they read. The teacher's role is as a facilitator rather than leader of discussions. Consistent elements of literature circles include student choice of texts, formation of temporary groups, regular group meetings, use of notes to guide discussions, and mini lessons led by the teacher before and after meetings. Assessment is typically through teacher observation and student self-evaluation.
Literature Circles is a technique that allows students to develop reading comprehension through discussion rather than just measuring comprehension. It involves students forming reading circles based on interests or book selection, where they take on roles like discussion director or word wizard to prepare questions and vocabulary for group discussions. The circles progress from teacher-directed to student-directed as students learn to have meaningful discussions and take responsibility for their own learning.
The document discusses literacy circles and blogging as methods for developing literacy skills. It provides context for literacy in the 21st century and describes how literacy circles and blogging can create deeper understanding of texts by allowing students to discuss and respond to readings. It also outlines various roles students can take on in literacy circles, such as summarizer, questioner, or illustrator.
Literature Circles: An alternative way to use books in the classroomNurkholis Ainunnajib
1. Literature Circles are small peer-led discussion groups where students choose to read the same story, poem or book.
2. During Literature Circles, students are divided into small groups. Each group chooses a text to read within an agreed upon time period. They then meet regularly to discuss what they've read.
3. Students are assigned temporary roles for each discussion such as Discussion Director, Smart Summarizer, Word Wizard, or Artful Artist. They rotate roles with each meeting.
Literature Circles 2011 Summer VAT Meeting Tori Simmons
Literature circles involve students reading the same novel or story independently and meeting periodically in small groups to discuss what they've read. During these meetings, students take on different roles like discussion director, vocabulary enricher, or literary luminary to enhance comprehension and promote collaboration. The document provides examples of basic literature circle models where students choose books, read independently, and meet weekly to discuss in their groups. It also describes a talking stick model where students use popsicle sticks to regulate discussion turns. Overall, literature circles allow students to read independently yet still engage in meaningful discussions about texts.
Literature circles involve students choosing their own reading materials and meeting regularly in small groups to discuss what they've read. During discussions, students take on rotating roles like discussion director, summarizer, or illustrator. The teacher acts as a facilitator rather than leading discussions. Students keep reading logs and present their understanding to the class at the end of reading. The goal is for students to work through the information skills process of questioning, locating answers, synthesizing information, and presenting to others.
The document discusses the importance of extensive reading and provides suggestions for motivating students to read more. It addresses choosing appropriate reading materials based on students' interests and developing their reading skills. Additionally, it recommends creating a supportive reading culture in the classroom and school through various activities like literature circles, book displays, and integrating reading into the curriculum.
In this science and literacy lesson, kindergarten students will hear a story about a girl who creates things from everyday materials. The students will then explore recyclable materials and document their characteristics using writing and drawing. They will examine materials like cardboard, plastic bottles, and string. The lesson incorporates standards around identifying story elements, speaking clearly, and adding drawings to descriptions. Students will participate in the read aloud, examine materials, and write about material characteristics. The teacher will model the activity and students will share their inventions. Assessments include observation notes and examining student worksheets documenting invented designs.
Literature circles involve students choosing their own reading materials and meeting regularly in small groups to discuss what they read. The teacher's role is as a facilitator rather than leader of discussions. Consistent elements of literature circles include student choice of texts, formation of temporary groups, regular group meetings, use of notes to guide discussions, and mini lessons led by the teacher before and after meetings. Assessment is typically through teacher observation and student self-evaluation.
Literature Circles is a technique that allows students to develop reading comprehension through discussion rather than just measuring comprehension. It involves students forming reading circles based on interests or book selection, where they take on roles like discussion director or word wizard to prepare questions and vocabulary for group discussions. The circles progress from teacher-directed to student-directed as students learn to have meaningful discussions and take responsibility for their own learning.
The document discusses literacy circles and blogging as methods for developing literacy skills. It provides context for literacy in the 21st century and describes how literacy circles and blogging can create deeper understanding of texts by allowing students to discuss and respond to readings. It also outlines various roles students can take on in literacy circles, such as summarizer, questioner, or illustrator.
Literature Circles: An alternative way to use books in the classroomNurkholis Ainunnajib
1. Literature Circles are small peer-led discussion groups where students choose to read the same story, poem or book.
2. During Literature Circles, students are divided into small groups. Each group chooses a text to read within an agreed upon time period. They then meet regularly to discuss what they've read.
3. Students are assigned temporary roles for each discussion such as Discussion Director, Smart Summarizer, Word Wizard, or Artful Artist. They rotate roles with each meeting.
Literature circles involve small temporary discussion groups where students read the same piece of literature independently and then discuss it cooperatively. During discussions, each student takes on a specific role such as illustrator, summarizer, or discussion leader. The teacher acts as a facilitator rather than instructor, and students evaluate their own progress and share their books with the class upon completion before forming new groups.
Literature circles involve small groups of students reading and discussing the same novel. They choose their own books and lead their own discussions, applying reading and writing skills. The goal is to promote love of reading and critical thinking. Literature circles balance teacher-guided and student-led learning, as well as wide and close reading. Students take on roles like discussion director and connector to structure their conversations. After finishing a book, students respond through extension projects like three-word summaries or literary weavings.
This document provides an overview of literature circles, which are small discussion groups of students who read and discuss books together. It defines literature circles as groups of 3-5 students who read, discuss, and respond to books to become critical thinkers and engage meaningfully with literature. The benefits of literature circles include promoting student independence, fostering authentic discussions and a love of reading. The document outlines how to structure literature circles, including assigning roles, setting agreements, and assessing discussions. It also provides resources for learning more about implementing literature circles.
Teachers have several options for organizing language arts instruction including literature focus units, literature circles, reading workshops, and thematic units. Literature focus units involve reading and exploring a single text as a class and creating related projects. Literature circles involve small groups reading different texts and taking on discussion roles. Reading workshops have students independently reading self-selected texts and writing workshops involve independent writing time. Thematic units integrate social studies and science topics across the six language arts. Effective instruction combines direct teaching, small groups, and independent work.
From the Fountas and Pinnell First 20 Days of Guided Reading, these were created to help my seventh graders review key concepts of reading skills and expectations by brainstorming together and giving examples of 11 Skills:
1. Selecting Books and Creating a Successful Reading Classroom
2. Ways We Choose Books
3. Executing SSR
4. Making Good Book Choices
5. Reading Is Thinking: P.1 Mnemonics
6. Reading Is Thinking: P.2 RIT Definitions
7. Characteristics of Fiction, Nonfiction, & Poetry
8. Genres within Fiction and Nonfiction
9. Keeping a Record of Reading
10. Writing Letters About Reading
11. Writing Responses to Each Other
http://fortheloveoftweens.blogspot.com
Literature circles involve small groups of students gathering to discuss a piece of literature. Students guide the discussion based on their own responses and reactions to what they have read. Literature circles were first created in 1982 but gained popularity after further research established their benefits, which include promoting critical thinking, student choice, and collaboration. They work by having students choose texts and meet regularly in temporary groups to discuss the texts, with discussions guided by student-selected roles and open-ended questions. The teacher facilitates the groups but does not lead instruction, instead observing and providing support.
This document discusses extensive reading as an effective way to acquire a foreign language. It defines extensive reading as reading large quantities of easy, level-appropriate texts. Extensive reading focuses on fluency rather than language details, and allows students to self-select texts from graded readers or simplified materials. The document provides examples of practical activities teachers can use to introduce extensive reading, such as whole class reading, self-selected individual reading, and projects to evaluate reading. It notes the advantages of extensive reading include developing learner autonomy, providing comprehensible input, and enhancing overall language skills and motivation to read more.
Literature circles involve small temporary discussion groups where students read the same piece of literature independently and then discuss it cooperatively. Students take on roles like summarizer, discussion director, or word wizard to guide conversations. The teacher facilitates the literature circles but does not lead them, allowing students to have open conversations and evaluate their own learning. Literature circles typically meet regularly over 3-4 weeks to discuss a single book.
This document discusses connecting the 6+1 writing traits model with Marzano's instructional strategies. It summarizes each of the 6+1 writing traits (ideas, organization, voice, word choice, sentence fluency, conventions) and provides examples of how to teach them using Marzano strategies like activating prior knowledge, modeling tasks, and providing feedback and praise to students. It also gives sources for more information on both the writing traits and instructional strategies.
The document outlines the 6 + 1 Traits of Writing model which provides a common framework for teachers to assess student writing based on the traits of Ideas, Organization, Voice, Word Choice, Sentence Fluency, Conventions, and Presentation. It describes how each trait is defined and how teachers can help students improve in each area through specific instructional strategies. The goal is to give students a shared understanding of quality writing and help them develop their skills across all traits.
The Six Traits Of Writing Powerpoint For Traininggurmit
The document discusses the Six Traits model of writing assessment. The Six Traits include Ideas, Organization, Voice, Word Choice, Sentence Fluency, Conventions, and Presentation. Each trait is defined and examples are given of what constitutes strong and weak demonstrations of each trait in student writing. The Six Traits framework provides a shared vocabulary for teachers and students to discuss strengths and areas for improvement in writing.
The document discusses young children's ability to write and how they should be viewed as writers from an early age. It provides examples of early writing from children and discusses best practices for helping young writers, such as reading to them, modeling writing, and celebrating their writing. The document also introduces the Six Traits Analytic Model for assessing writing and provides information about each of the six traits: Ideas, Organization, Voice, Word Choice, Sentence Fluency, and Conventions.
The document discusses strategies for encouraging reading, including the benefits of reading, classroom reading methods, and book clubs. It provides details on running an effective book club, such as choosing books, setting a schedule, and facilitating discussions. Several book club theme ideas are presented, such as exploring American literature to learn about racial and cultural conflicts through history.
The document discusses strategies for implementing self-selected reading for students. It explains that self-selected reading allows students to choose their own books to read for pleasure. It provides tips for setting up book collections tailored to different reading levels, including emergent, conventional, and advanced readers. Suggestions include rotating books frequently, including fiction and non-fiction, and having books match students' interests. The document also discusses components of self-selected reading like DEAR time, teacher read alouds, reader's chair, and book reviews.
Reading conference workshop to help teachers improve their conferring skills by looking at reading strategies, individual student needs, unit goals, conference formats, conference teaching points, and efficiently tracking conferring notes.
This document summarizes key aspects of the book "Literature Circles" by Harvey Daniels. It outlines 11 key ingredients for successful literature circles, including students choosing their own reading materials in small temporary groups, developing discussion topics from student interests, and evaluating student progress through observation rather than tests. The book shows how to apply these principles across grade levels to engage students in guided peer-led discussions about self-selected texts.
Teachers create literacy profiles of students by analyzing their writing and reading skills to guide literacy instruction. Teachers examine how students attend to print conventions, encode/decode words, convey ideas, organize thoughts, and use reading/writing strategies. The document provides examples of how reading and writing are connected, including having students write about what they read, teaching writing skills/processes, and increasing written output. It offers classroom ideas like journal writing, note-taking, modeling writing, and using mentor texts to strengthen the reading-writing connection.
This document discusses interpersonal communication and provides an overview of key concepts. It defines interpersonal communication as the process of exchanging information, feelings, and meaning between two or more people through verbal and non-verbal messages. The document outlines important elements of interpersonal communication like communicators, messages, noise, feedback, context and channels. It also discusses principles of interpersonal communication, importance of skills like listening, and tips to improve interpersonal skills.
This document discusses interpersonal communication and related concepts. It begins with an outline of topics covered in an interpersonal communication unit, including effective listening skills, assertiveness, and asking questions. It then defines interpersonal communication as the process of sending and receiving information between two or more people through verbal and nonverbal channels. Key aspects covered include types of communication, basic elements like communicators and messages, importance of skills like listening, and principles of communication being contextual and complicated.
This document contains 14 abstracts from research studies and review articles on topics related to speech and language development, delays, and disorders in children. The abstracts cover a range of topics including studies comparing language skills in children with cleft lip/palate to typically developing children; assessing speech and language in children with neurofibromatosis type 1; the impact of child-directed speech; language delays in foster children; screening tools for detecting speech and language delay; and factors influencing language outcomes in preterm infants.
Literature circles involve small temporary discussion groups where students read the same piece of literature independently and then discuss it cooperatively. During discussions, each student takes on a specific role such as illustrator, summarizer, or discussion leader. The teacher acts as a facilitator rather than instructor, and students evaluate their own progress and share their books with the class upon completion before forming new groups.
Literature circles involve small groups of students reading and discussing the same novel. They choose their own books and lead their own discussions, applying reading and writing skills. The goal is to promote love of reading and critical thinking. Literature circles balance teacher-guided and student-led learning, as well as wide and close reading. Students take on roles like discussion director and connector to structure their conversations. After finishing a book, students respond through extension projects like three-word summaries or literary weavings.
This document provides an overview of literature circles, which are small discussion groups of students who read and discuss books together. It defines literature circles as groups of 3-5 students who read, discuss, and respond to books to become critical thinkers and engage meaningfully with literature. The benefits of literature circles include promoting student independence, fostering authentic discussions and a love of reading. The document outlines how to structure literature circles, including assigning roles, setting agreements, and assessing discussions. It also provides resources for learning more about implementing literature circles.
Teachers have several options for organizing language arts instruction including literature focus units, literature circles, reading workshops, and thematic units. Literature focus units involve reading and exploring a single text as a class and creating related projects. Literature circles involve small groups reading different texts and taking on discussion roles. Reading workshops have students independently reading self-selected texts and writing workshops involve independent writing time. Thematic units integrate social studies and science topics across the six language arts. Effective instruction combines direct teaching, small groups, and independent work.
From the Fountas and Pinnell First 20 Days of Guided Reading, these were created to help my seventh graders review key concepts of reading skills and expectations by brainstorming together and giving examples of 11 Skills:
1. Selecting Books and Creating a Successful Reading Classroom
2. Ways We Choose Books
3. Executing SSR
4. Making Good Book Choices
5. Reading Is Thinking: P.1 Mnemonics
6. Reading Is Thinking: P.2 RIT Definitions
7. Characteristics of Fiction, Nonfiction, & Poetry
8. Genres within Fiction and Nonfiction
9. Keeping a Record of Reading
10. Writing Letters About Reading
11. Writing Responses to Each Other
http://fortheloveoftweens.blogspot.com
Literature circles involve small groups of students gathering to discuss a piece of literature. Students guide the discussion based on their own responses and reactions to what they have read. Literature circles were first created in 1982 but gained popularity after further research established their benefits, which include promoting critical thinking, student choice, and collaboration. They work by having students choose texts and meet regularly in temporary groups to discuss the texts, with discussions guided by student-selected roles and open-ended questions. The teacher facilitates the groups but does not lead instruction, instead observing and providing support.
This document discusses extensive reading as an effective way to acquire a foreign language. It defines extensive reading as reading large quantities of easy, level-appropriate texts. Extensive reading focuses on fluency rather than language details, and allows students to self-select texts from graded readers or simplified materials. The document provides examples of practical activities teachers can use to introduce extensive reading, such as whole class reading, self-selected individual reading, and projects to evaluate reading. It notes the advantages of extensive reading include developing learner autonomy, providing comprehensible input, and enhancing overall language skills and motivation to read more.
Literature circles involve small temporary discussion groups where students read the same piece of literature independently and then discuss it cooperatively. Students take on roles like summarizer, discussion director, or word wizard to guide conversations. The teacher facilitates the literature circles but does not lead them, allowing students to have open conversations and evaluate their own learning. Literature circles typically meet regularly over 3-4 weeks to discuss a single book.
This document discusses connecting the 6+1 writing traits model with Marzano's instructional strategies. It summarizes each of the 6+1 writing traits (ideas, organization, voice, word choice, sentence fluency, conventions) and provides examples of how to teach them using Marzano strategies like activating prior knowledge, modeling tasks, and providing feedback and praise to students. It also gives sources for more information on both the writing traits and instructional strategies.
The document outlines the 6 + 1 Traits of Writing model which provides a common framework for teachers to assess student writing based on the traits of Ideas, Organization, Voice, Word Choice, Sentence Fluency, Conventions, and Presentation. It describes how each trait is defined and how teachers can help students improve in each area through specific instructional strategies. The goal is to give students a shared understanding of quality writing and help them develop their skills across all traits.
The Six Traits Of Writing Powerpoint For Traininggurmit
The document discusses the Six Traits model of writing assessment. The Six Traits include Ideas, Organization, Voice, Word Choice, Sentence Fluency, Conventions, and Presentation. Each trait is defined and examples are given of what constitutes strong and weak demonstrations of each trait in student writing. The Six Traits framework provides a shared vocabulary for teachers and students to discuss strengths and areas for improvement in writing.
The document discusses young children's ability to write and how they should be viewed as writers from an early age. It provides examples of early writing from children and discusses best practices for helping young writers, such as reading to them, modeling writing, and celebrating their writing. The document also introduces the Six Traits Analytic Model for assessing writing and provides information about each of the six traits: Ideas, Organization, Voice, Word Choice, Sentence Fluency, and Conventions.
The document discusses strategies for encouraging reading, including the benefits of reading, classroom reading methods, and book clubs. It provides details on running an effective book club, such as choosing books, setting a schedule, and facilitating discussions. Several book club theme ideas are presented, such as exploring American literature to learn about racial and cultural conflicts through history.
The document discusses strategies for implementing self-selected reading for students. It explains that self-selected reading allows students to choose their own books to read for pleasure. It provides tips for setting up book collections tailored to different reading levels, including emergent, conventional, and advanced readers. Suggestions include rotating books frequently, including fiction and non-fiction, and having books match students' interests. The document also discusses components of self-selected reading like DEAR time, teacher read alouds, reader's chair, and book reviews.
Reading conference workshop to help teachers improve their conferring skills by looking at reading strategies, individual student needs, unit goals, conference formats, conference teaching points, and efficiently tracking conferring notes.
This document summarizes key aspects of the book "Literature Circles" by Harvey Daniels. It outlines 11 key ingredients for successful literature circles, including students choosing their own reading materials in small temporary groups, developing discussion topics from student interests, and evaluating student progress through observation rather than tests. The book shows how to apply these principles across grade levels to engage students in guided peer-led discussions about self-selected texts.
Teachers create literacy profiles of students by analyzing their writing and reading skills to guide literacy instruction. Teachers examine how students attend to print conventions, encode/decode words, convey ideas, organize thoughts, and use reading/writing strategies. The document provides examples of how reading and writing are connected, including having students write about what they read, teaching writing skills/processes, and increasing written output. It offers classroom ideas like journal writing, note-taking, modeling writing, and using mentor texts to strengthen the reading-writing connection.
This document discusses interpersonal communication and provides an overview of key concepts. It defines interpersonal communication as the process of exchanging information, feelings, and meaning between two or more people through verbal and non-verbal messages. The document outlines important elements of interpersonal communication like communicators, messages, noise, feedback, context and channels. It also discusses principles of interpersonal communication, importance of skills like listening, and tips to improve interpersonal skills.
This document discusses interpersonal communication and related concepts. It begins with an outline of topics covered in an interpersonal communication unit, including effective listening skills, assertiveness, and asking questions. It then defines interpersonal communication as the process of sending and receiving information between two or more people through verbal and nonverbal channels. Key aspects covered include types of communication, basic elements like communicators and messages, importance of skills like listening, and principles of communication being contextual and complicated.
This document contains 14 abstracts from research studies and review articles on topics related to speech and language development, delays, and disorders in children. The abstracts cover a range of topics including studies comparing language skills in children with cleft lip/palate to typically developing children; assessing speech and language in children with neurofibromatosis type 1; the impact of child-directed speech; language delays in foster children; screening tools for detecting speech and language delay; and factors influencing language outcomes in preterm infants.
This document outlines a lesson plan on analyzing the properties of well-written texts. The lesson will focus on organization, coherence and cohesion. Students will watch video clips, complete a pre-reading assessment, and read sample narratives. They will evaluate the narratives for organization and coherence/cohesion. A post-reading assessment will test their understanding of these concepts. Students will also complete writing activities differentiated by ability level. The lesson aims to help students understand and identify the key properties that make a text well written.
George Coelho discussed global trends in clean energy investment and sustainability. Clean energy investment has grown significantly in recent years, with solar and wind becoming cost competitive with fossil fuels in many places. Technological improvements have dramatically reduced costs for solar panels, wind turbines, and lithium-ion batteries. Many countries and cities are taking actions to transition to more sustainable energy systems in response to issues like climate change and air pollution. There is increasing demand for sustainability education from students, employers, and other stakeholders.
The document describes a student project to build a solar station with a solar panel, energy meter, battery, and two motors to simulate the sun's motion and potentially increase efficiency. The students programmed the panel to track the sun's movement using the two motors but realized this system requires significant energy from the motors. They are unsure if the energy gained from tracking the sun outweighs the energy used by the motors and are seeking opinions on movable solar panels from others.
The document discusses how to create an outline for an essay by first drafting a thesis statement, then developing topic sentences for each body paragraph that support the thesis. It provides an example outline and explains how to add supporting details under each topic sentence to flesh out the paragraphs. Creating an outline helps organize one's writing and allows the essay to be drafted more quickly.
This document discusses principles of ethics for engineering. It aims to introduce and define ethics, develop a process for responding to ethical problems, understand the role of engineering codes of ethics, and practice applying the process to engineering cases. Ethics are examined in contrast to laws, and how ethics refer to morally correct principles while taking into account various stakeholders. Moral dilemmas in engineering are explored, and the importance of ethics for engineering practice and codes of ethics are discussed.
This document discusses sexuality and defines key terms. It states that sexuality is more than just physical sex, and includes factors like identity, culture, spirituality and family origins. Sexuality encompasses biological sex, gender roles, eroticism, intimacy, reproduction and sexual orientation. It defines sexuality according to the World Health Organization as a central aspect of being human throughout life, and discusses the biological, psychological and social components that influence a person's sexuality.
How to Find the Right Nursing Home & Lower the Risk of Elder AbuseAngela Vagotis
Elder abuse and neglect remain a significant concern across the country. Registered nurse attorney Angela T. Vagotis provides useful tips on how to identify the right nursing home and reduce the risk of abuse or neglect for your loved one.
This document is a 1961 Bulgarian language textbook published by the Foreign Service Institute with support from the U.S. Department of Health, Education and Welfare. It contains 15 basic language units to teach beginner Bulgarian, covering greetings, meeting people, sightseeing, occupations, weather, lodging, transportation, shopping, and other everyday topics. The introduction explains that the course is designed for classroom use with a native Bulgarian speaker and accompanying audio tapes.
This document outlines a learning plan for teaching students about the nature and elements of communication. The plan covers 4 hours of instruction divided into daily sessions. Key topics that will be covered include defining communication, understanding the communication process and models, identifying the five elements of communication skills, and exploring intercultural communication. A variety of teaching methods are outlined such as listening to songs, presentations, group activities, and videos to engage students in understanding these fundamental concepts of communication.
Identifying & Reporting Elder Abuse and NeglectAngela Vagotis
Awareness is one of the most important weapons in combating the prevalent but often ignored problem of elder abuse and neglect. Registered nurse attorney Angela T. Vagotis recommends effective and proven tips to help the public identify and report the abuse or neglect of the elderly.
Communication privacy management theory (CPM) states that individuals have ownership over their private information and establish boundaries to control what is concealed or revealed. According to CPM, people create and follow privacy rules to determine how and when to disclose private information to others. CPM has five core principles and provides guidance for revealing or concealing information, especially regarding difficult topics like child abuse, sexual orientation, death, and infidelity. While CPM helps address tensions between privacy and intimacy, it has been criticized for not explaining how to repair breaches in privacy boundaries between individuals.
The document discusses the benefits of exercise for both physical and mental health. It notes that regular exercise can reduce the risk of diseases like heart disease and diabetes, improve mood, and reduce feelings of stress and anxiety. The document recommends that adults get at least 150 minutes of moderate exercise or 75 minutes of vigorous exercise per week to gain these benefits.
This document appears to be a collection of web pages from the book "Figure Drawing For All It's Worth" by Andrew Loomis. It discusses techniques for figure drawing and includes pages showing examples of drawing human figures in different poses and perspectives. The pages provide guidance and illustrations for artists to improve their skills in representing the human form.
The document discusses flash storage trends and IBM's flash storage solutions. It provides an overview of storage technologies, including developments in hard disk drives and the emergence of flash memory. It then discusses IBM's flash storage portfolio, including all-flash arrays like the IBM FlashSystem which provide low latency flash performance for applications. The document outlines various deployment strategies for flash, like using Easy Tier to optimize capacity utilization across storage tiers.
Interpersonal communication involves the sending and receiving of messages between two or more people through various channels. It includes verbal and nonverbal forms of communication. Effective interpersonal communication requires listening skills, assertiveness, and the ability to ask effective questions. Developing strong interpersonal communication skills is important for working well with others, resolving conflicts, building relationships, and achieving goals in both professional and personal contexts.
Este documento presenta una serie de normas de etiqueta para comunicarse en internet de manera respetuosa y efectiva. Algunas de las reglas principales incluyen tratar a los demás como te gustaría ser tratado, mantener las comunicaciones breves y al grano, y atribuir correctamente las fuentes de información ajena.
El documento describe la evolución de la tecnología celular desde los primeros servicios de radiotelefonía en las décadas de 1940 y 1950 hasta los teléfonos inteligentes modernos. Explica que los teléfonos celulares actuales pueden realizar funciones de cámaras, reproductores multimedia, GPS y más. También resume los orígenes técnicos de la telefonía móvil y cómo William Ayrton predijo conceptos como llamadas inalámbricas y comunicación móvil en 1897.
This document outlines an independent reading assignment for grade 12 students. Students are asked to choose a topic of interest and read two books on that topic - one fiction and one non-fiction. They must take notes in a reader's notebook, write an essay discussing what they learned about their topic, and give a 3-4 minute presentation about the topic and why it is important. The assignment aims to have students explore a self-selected topic in depth through reading books and demonstrating their understanding in an essay and presentation.
The document provides guidance for 10th form students on completing an oral book review presentation. It outlines the objectives of developing reading, critical thinking, speaking, listening and language skills. Students must choose a book at their ability level, prepare a presentation on the author and book review. The presentation should be 8-12 minutes. A book review makes an argument about the work, stating an opinion on its knowledge, judgments and organization. Tips are provided on writing a review including describing the book, discussing likes and dislikes, rounding up thoughts by recommending readers, and optionally giving a rating.
Critical thinking | interogatting the textNazish Jamali
The document discusses six techniques for interrogating texts: 1) Previewing the text to understand its structure and scope, 2) Annotating by taking notes and writing in the margins, 3) Outlining, summarizing, and analyzing to understand the key ideas, 4) Noting repetitions and patterns in language, 5) Contextualizing the text by considering its time period and audience, and 6) Comparing and contrasting different texts on similar topics. The goal of interrogating texts is for students to actively engage with readings and develop strong reading comprehension skills.
This document outlines an independent reading assignment that asks students to choose a topic of interest, read two books on that topic, take notes in a reader's notebook, write an essay summarizing what they learned, and give a presentation about their topic. The assignment aims to help students learn about a self-selected topic and its importance while practicing research, reading, writing, and presentation skills.
This document provides an introduction to a WebQuest about the American author Kurt Vonnegut. Students will research Vonnegut and one of his books, completing assignments such as a character analysis essay, a creative project advertising their chosen book, and a book review. They will be evaluated using rubrics for each assignment that assess elements like accurate summarization, use of literary terms, and writing quality. The goal is for students to gain appreciation for Vonnegut and his texts.
BOOK REVIEWS How to write a book review There are two .docxmoirarandell
BOOK REVIEWS: How to write a book review
There are two approaches to book reviewing:
Descriptive reviews give the essential information about a book. This is done with description and
exposition, by stating the perceived aims and purposes of the author, and by quoting striking passages
from the text.
Critical reviews describe and evaluate the book, in terms of accepted literary and historical standards,
and supports this evaluation with evidence from the text. The following pointers are meant to be
suggestions for writing a critical review.
Basic requirements
To write a critical review, the reviewer must know two things:
Knowing the work under review: This demands not only attempting to understand the author's purpose
and how the component parts of the work contribute to that purpose, but also knowledge of the
author: his/her nationality, time period, other works etc.
Requirements of the genre: This means understanding the art form and how it functions. Without such
context, the reviewer has no historical or literary standard upon which to base an evaluation.
Reviewing essentials
Description of the book. Sufficient description should be given so that the reader will have some
understanding of the author's thoughts. This account is not a summary. It can be woven into the critical
remarks.
Discuss the author. Biographical information should be relevant to the subject of the review and
enhance the reader's understanding of the work under discussion.
Appraise the book. A review must be a considered judgment that includes:
a statement of the reviewer's understanding of the author's purpose
how well the reviewer feels the author's purpose has been achieved
evidence to support the reviewer's judgement of the author' achievement.
While you read:
Read the book with care.
Highlight quotable passages.
Note your impressions as you read.
Allow time to assimilate what you read so that the book can be seen in perspective.
Keep in mind the need for a single impression which must be clear to the reader.
The review outline
A review outline gives you an over-all grasp of the organization of the review, to determine the central
point your review will make, to eliminate inessentials or irrelevancies, and to fill in gaps or omissions.
Examine the notes you have made and eliminate those with no relationship to your central
thesis.
By organizing your discussion topics into groups, aspects of the book will emerge: e.g., theme,
character, structure, etc.
Write down all the major headings of the outline and fill in the subdivisions.
All parts should support your thesis or central point.
First draft
Opening paragraphs set the tone of the paper. Possible introductions usually make a statement about
the:
Thesis
Authorial purpose
Topicality of the work or its significance
Comparison of the work to others by the same author or within the same genre.
The reading workshop focuses on analyzing the short story "The Lottery" by looking for foreshadowing and questions during two readings. Students will then discuss their questions and responses in Socratic circles. The writing workshop introduces the format for exploring personal narratives with turning points over the next few months, which will include immersing in examples, identifying features, choosing topics, using mentor texts, and drafting through publishing.
This lesson plan is for a 4th grade library lesson on text features in nonfiction books. The purpose is for students to identify and find various text features like headings, maps, tables, and glossaries. By the end of the lesson students will be able to identify text features in nonfiction. The lesson involves a scavenger hunt where students search books for different text features and record examples. The teacher will review features from last week and introduce new ones, having students discuss the purpose and information found in various features. Students will have more time to search for additional features before concluding the lesson.
Literature circles involve small temporary discussion groups where students read the same piece of literature independently and then discuss it cooperatively. Students take on roles like illustrator, summarizer, or discussion leader during meetings. The teacher facilitates the groups but does not lead them. Students choose their own books to read and discuss in their groups. They are evaluated based on participation, having their role completed, and a final presentation about the book. The goal is for students to enjoy reading and discussing literature with their peers.
This document discusses different types of early childhood books including board books, alphabet books, counting books, color books, shape books, pattern books, and wordless picture books. It provides examples of each type and suggests activities teachers could do to engage young students with each book genre, such as making their own counting books with photos, sketching snowmen using different shapes, or creating a 3-page digital book and lesson plan to post online.
This lesson plan outlines activities for a middle school reading and writing workshop. In reading workshop, students will read the short story "The Way Up To Heaven" by Roald Dahl. They will make predictions and connections as they read. Students will then discuss what motivated the main character's choices in small groups and during a Socratic circle discussion. In writing workshop, the lesson will introduce the personal narrative genre and its key features. Students will choose a topic and mentor text to help plan and draft their own personal narratives.
This document outlines the expectations and requirements for students' book reports. Students can choose from a variety of formats, including essays, videos, and posters, to creatively summarize and analyze the book. The report must include bibliographic information, vocabulary words, an introduction, and the student's choice of 4 out of 8 additional elements covering topics like setting, characters, plot, theme, and opinions. The goal is to give students autonomy over their final project while ensuring they hit the key points of analysis.
This document outlines the expectations and requirements for students' book reports. Students must include bibliographic information, 10 vocabulary words, an introduction, and can choose 4 of 8 additional elements to include like setting, characterization, plot, theme, figurative language, opinion, and recommendation. The book reports can be presented in various creative formats like essays, videos, or posters. The goal is to give students freedom to express their ideas and analysis of what they read.
The document provides information for parents on developing their child's reading skills. It discusses:
1) Different stages of reading development and how parents can support skills like blending, fluency, and comprehension at each stage.
2) How reading is taught in school through shared, guided and individual reading.
3) Tips parents can use to help children who are confident readers or reluctant readers, such as making reading pleasurable, discussing texts, and providing a variety of reading materials.
4) Recommended resources for finding book recommendations.
This powerpoint introduces literature circles and provides guidance on implementing them in the classroom. Literature circles involve small groups reading and discussing the same book, with student-led conversations. They promote a love of reading, critical thinking, and collaboration. The presentation outlines how to form groups, select books, establish expectations, and assess student learning during literature circles.
This document describes a study that evaluated the impact of implementing the Strategic and Explicit Method of Reading (SEM-R) in a high school basic reading course. Data was collected from students using reading assessments, surveys, and interviews before and after the implementation. The results showed that while students' reading achievement scores did not significantly change, their motivation and value of reading did increase significantly following the SEM-R approach, which focuses on teacher read-alouds of high-interest books along with higher-order questioning strategies.
Reading and Writing Skills Q4 LAS 5.docxBlueBarrido
The text summarizes and analyzes the children's book "The Little Prince" by Antoine de Saint-Exupéry. It discusses the timeless nature of the story and its lessons about caring for others and childhood. It highlights how the story teaches that the time spent caring for something is what makes it important. The text is an example of a positive book review, as it identifies the title, author, main ideas and themes of the story, provides an analysis of these elements, and recommends the book for readers of all ages.
This document provides a 10-day calendar for a dystopian literature unit plan. Each day focuses on a different aspect of studying dystopian texts through literature circles. Students will be divided into literature circles based on their preferences of assigned dystopian books. Throughout the unit, students will participate in literature circle roles and discussions, lessons on philosophical concepts in the texts, debates, and a final group presentation on their assigned book. The goal is for students to gain an understanding of dystopian literature and analyze how the books relate to political concepts and issues.
SOC 463/663 (Social Psych of Education) - Spring 2015 SyllabusMelanie Tannenbaum
This document provides information about a Social Psychology of Education course. It outlines the course details including the instructor's contact information, required materials, course objectives, assignments, grading criteria, exam dates, reading schedule, and policies. The course will use a social-psychological approach to examine questions related to academic success and the role of schools. Undergraduate students must complete 3 essays and graduate students' essays require more sources. Students will also write weekly reading responses and take a midterm and final exam. Topics will include socialization, ability grouping, stratification, and diversity.
Elevate Your Nonprofit's Online Presence_ A Guide to Effective SEO Strategies...TechSoup
Whether you're new to SEO or looking to refine your existing strategies, this webinar will provide you with actionable insights and practical tips to elevate your nonprofit's online presence.
Leveraging Generative AI to Drive Nonprofit InnovationTechSoup
In this webinar, participants learned how to utilize Generative AI to streamline operations and elevate member engagement. Amazon Web Service experts provided a customer specific use cases and dived into low/no-code tools that are quick and easy to deploy through Amazon Web Service (AWS.)
🔥🔥🔥🔥🔥🔥🔥🔥🔥
إضغ بين إيديكم من أقوى الملازم التي صممتها
ملزمة تشريح الجهاز الهيكلي (نظري 3)
💀💀💀💀💀💀💀💀💀💀
تتميز هذهِ الملزمة بعِدة مُميزات :
1- مُترجمة ترجمة تُناسب جميع المستويات
2- تحتوي على 78 رسم توضيحي لكل كلمة موجودة بالملزمة (لكل كلمة !!!!)
#فهم_ماكو_درخ
3- دقة الكتابة والصور عالية جداً جداً جداً
4- هُنالك بعض المعلومات تم توضيحها بشكل تفصيلي جداً (تُعتبر لدى الطالب أو الطالبة بإنها معلومات مُبهمة ومع ذلك تم توضيح هذهِ المعلومات المُبهمة بشكل تفصيلي جداً
5- الملزمة تشرح نفسها ب نفسها بس تكلك تعال اقراني
6- تحتوي الملزمة في اول سلايد على خارطة تتضمن جميع تفرُعات معلومات الجهاز الهيكلي المذكورة في هذهِ الملزمة
واخيراً هذهِ الملزمة حلالٌ عليكم وإتمنى منكم إن تدعولي بالخير والصحة والعافية فقط
كل التوفيق زملائي وزميلاتي ، زميلكم محمد الذهبي 💊💊
🔥🔥🔥🔥🔥🔥🔥🔥🔥
Temple of Asclepius in Thrace. Excavation resultsKrassimira Luka
The temple and the sanctuary around were dedicated to Asklepios Zmidrenus. This name has been known since 1875 when an inscription dedicated to him was discovered in Rome. The inscription is dated in 227 AD and was left by soldiers originating from the city of Philippopolis (modern Plovdiv).
Level 3 NCEA - NZ: A Nation In the Making 1872 - 1900 SML.pptHenry Hollis
The History of NZ 1870-1900.
Making of a Nation.
From the NZ Wars to Liberals,
Richard Seddon, George Grey,
Social Laboratory, New Zealand,
Confiscations, Kotahitanga, Kingitanga, Parliament, Suffrage, Repudiation, Economic Change, Agriculture, Gold Mining, Timber, Flax, Sheep, Dairying,
1. 1
Teaching Children’s Literature in
Elementary and Middle School Classrooms
Instructor:
Class Hours: Email:
Office: Phone:
Office Hours:
Texts:
• Leland, Lewison, & Harste (in press). Teaching Children’s Literature: It’s Critical. New
York: Routledge.
• Article Packet
• Spinelli, J. (1990). Maniac Magee. New York: Scholastic, Inc. (Amazon, Barnes & Noble)
• Curtis, C. (1995). The Watsons Go to Birmingham-1963. New York: Random House.
(Amazon, Barnes & Noble)
• 30+ Children’s Literature Books of your own choosing
• Copies of Focused Studies for Members of the Class
Course Description:
This course provides opportunities to read, enjoy, and discuss a wide variety of children’s books
and to become familiar with various educational issues relating to the use of trade books in
elementary classrooms. A variety of teaching strategies will be explored that will enhance the
effective use of children’s literature in the classroom. Participants will also become familiar
with the resources available to help them select, evaluate, and utilize books. Special emphasis
will be placed on developing personal understandings of how children’s literature can be used to
foster awareness, compassion, and insights into interpersonal relationships, cultural differences,
and social justice. In addition to reading a wide variety of children’s literature, we will be
reading about, discussing, and inquiring into:
• The Benefits of Reading Aloud, Storytelling, Sustained Silent Reading
• Choosing Books: Considerations and Criteria
• Social Issues, Multicultural, and International Children’s Books
• Exploring Literature through Drama
• Censorship of Children’s Books
• Literature-Rich Curriculum—Focused, Author, Genre, and Illustrator Studies
• Strategies for Teaching Literature
• The Relationship Between Literature, Cultural Representation, and Identity
• Using Poetry and Shared Inquiry in the Classroom
• Gender and Equity Issues in Children’s Literature
2. 2
CLASS ENGAGEMENTS AND COURSE EVALUATION
Participation (28 points): To get the most out of this semester, be curious, questioning, and
active in class and out. During class, this includes participating in discussions, demonstrations,
curricular engagements, presentations, collaborative projects, and small group work. All class
readings are to be completed by the dates listed on the schedule. You will be meeting in teams
outside of class time and reading lots of children’s books. Your participation also includes
attending all class sessions and promptness (both essential teacher behaviors). It is required to
bring the Packet Binder, other articles or books we are reading, and your literature journal
to class. If an emergency arises and you must miss your own class, notify me ahead of time by
phone or email and have your responsibility partner turn in your assignments.
**You must have a responsibility partner to collect handouts, turn in assignments, and take
notes if you’re absent.
Web Search (6 points): As an introduction to the field of children’s literature, conduct a
search on the World Wide Web. Find 3 quality web sites that deal with some aspect of this
course (see schedule) or other issues in the field that interest you. The kinds of pages you may
want to seek out include:
• Award-winning books (Caldecott, Newbery, King, etc.)
• Children’s literature newsletters
• Multicultural books/books depicting diverse ethnicities/books by authors of specific
cultural groups or ethnicities
• Books that are grouped thematically
• Banned or challenged books
• Chat rooms or mailing lists (LISTSERV)
• Information about authors and illustrators
• Recommended books (by children, organizations, etc.)
• Genres of children’s books (picture, science fiction, jokes, poetry, fantasy, folk tales,
historical fiction, etc.)
• International children’s books
Search Hints: Use Google or your favorite search engine. When you search, remember to try
different groups of words (i.e. children’s literature -or- children’s books with” science fiction”).
Also, don’t get stuck on the first page of your search results. I’ve found some very interesting
sites by going back three or four pages into the search results.
For Class: Bring in the printouts of the 3 web sites you think are worthy of sharing with the
class (Most of these will be multiple pages; bring in no more than the three best pages for
each site). For each site write a short, critical review (a couple of paragraphs) including (a) a
summary of the site and (b) what it’s good for/what you like about it; how you would use it;
what was surprising; and/or any other comments you have about the site including problems or
questions. This is a great opportunity to gather resources for upcoming course assignments.
3. 3
Literature Journal (Part of Participation Grade): Because of the wealth of valuable
information and outstanding children’s books we will be exploring during the semester, please
bring a journal (or use a special section of your notebook) that you have in class every week.
This will be a place to record your thoughts and ideas about:
• Books to use in your classroom
• Curricular ideas for presenting and using books
• Ideas and books for your focused/genre/author/
illustrator study project
• Authors or Illustrators you especially like
Reader Response (16 points): The class readings, your responses to the readings, and class
discussions are at the core of this course. The purpose of reader response is to help you focus
critically on the class readings and respond to them in an in-depth fashion. For the readings each
week, come to class with important parts of chapters and articles highlighted or marked and
make margin notes. Here are a few examples of what the in-depth margin notes can include:
• What you agree with in the article/chapter and why?
• What you disagree with and why?
• How do the author’s ideas relate to or conflict with your own experience?
• What surprised you and why?
• What aspects of the article/chapter will be useful in the future and why?
• What was unclear in the article and why?
• How does the article/chapter relate to other readings and/or class experiences?
• What new questions arise after reading the article?
Please respond with in-depth margin notes to at least 6 different quotes or sections of the
articles/chapters assigned for a class session. Reader Responses are due on the week the
readings are assigned. You will turn in the articles with your notes (or copies of your responses
on book chapters) and receive them back (to put back in your binders) at the beginning of the
following class session.
Exemplary reader response shows evidence of active reading which includes: bringing all
materials and readings to class; making extensive, thoughtful notes in the margins; and making
connections to other class readings, discussions, or other classes.
There are nine weeks of readings that require a reader response during the semester. Some
weeks you will be asked to complete additional types of reader responses based on your margin
notes. These responses will be assigned the week before they are due. There will be two weeks
that you make margin notes on the novels we are reading.
One time during the semester (based on your regular reader response margin notes), respond to
the articles for the week with an Artistic Reader Response using a sign system other than
writing such as sketches, posters, plays, poetry, dance, etc. These artistic responses will be
presented to the class and then turned in. You choose the week for the artistic response. Along
with presenting the artistic response, write a paragraph or two that explains your creation. Your
artistic response needs to include all of the articles assigned for the week (so you will be making
connections between the readings).
4. 4
Book Circles (18 points): Three times during the semester, bring three books to class that you
feel are exemplary of the category of children’s literature we are exploring for that week (one
chapter book and two picture books). These should be books that you think may be “new” to
other students in the class. Try for copyright dates after 2006. You will have the opportunity
to join different Book Circles to browse, read, and record reflections and ideas. For each of the
three books you bring into class, type a short Book Circle Brochure that contains:
reference notations (title, author, illustrator, publisher, copyright date, type of book--easy
picture, sophisticated picture, easy novel, non-fiction, etc.)
short synopsis
insights (why you chose this books to share, what made it memorable, why is it exemplary of the
category we are exploring)
ideas (specific ideas on how you might use the book in a classroom including related web sites)
questions (issues, concerns, or possible problems with this book)
Don’t forget to put your name and date somewhere on the brochure.
**Use your literature journal to record books you want to use in the future.
START LOOKING FOR & READING BOOK CIRCLE BOOKS EARLY
Oral Interpretation (6 points): Once during the semester you will present an oral
interpretation of a piece of children’s literature. This piece should represent an exemplary piece
of children’s literature that your classmates probably haven’t read before (search out unusual or
new books). You will have up to 8 minutes for your presentation which means you most likely
will read only parts of the book and use storytelling or a book talk to fill in details and plot—or
use storytelling for the entire presentation. The goals of your presentation are: a) presenting a
compelling introduction to your piece; b) communicating meaning through the use of voice,
gesture, pacing, etc.; c) building rapport and connection with your audience and/or having some
type of audience participation.
Audience participation can take the form of having the class: join in on a repeated refrain, act out
the story as you read, receive some token or memento of the story, act out the story with puppets,
make something as the story is being read that relates to the book, etc, etc. Or—you might want
to use props. Be creative!! Books on storytelling will be helpful in planning your presentation.
The Education Library has lots of these. ** See optional articles in Week 2 on Oncourse.
**As an audience member, use your literature journal to record books you want to use in the
future.
5. 5
Focused, Author, Genre, or Illustrator Study Project (26%): In teams of four or five,
create a focused study project around a broad theme or topic that highlights an interpersonal
issue, social justice concern, or an issue that has a direct connection to the lives of students,
families, or the community. You can choose to do an author study if the author has written 20 or
more books that are connected thematically. The same goes for an illustrator study. A genre
study focuses on a specific genre of children’s literature (poetry, science fiction, etc.).
Components of the project include:
• Background -- Significance of the Topic/Genre/Author/Illustrator
• Focusing Questions
• Initiating Experiences
• Devices for Organizing and Sharing
• Learning Center Invitations
• Shared Reading Experiences
• Conceptually Related Texts and Media
• Exploring “Real-Life” Critical Issues/Taking Action
• Assessment
• Culminating Experiences
• Bibliography of Children’s Literature, Media, etc.
**You will receive a detailed explanation of this assignment and a sample Focused Study.
Make copies of your focused/genre/author/illustrator study for other class members. This
project will also include an individual personal reflection piece that covers what you learned,
how your team worked together, what you would do differently next time, etc.
Code of Conduct
If you are not already familiar with the Code of Student Rights, Responsibilities, and Conduct,
especially the section on plagiarism, please read this School of Education web page:
https://www.indiana.edu/~istd/definition.html
Help with Writing--Writing Tutorial Services
For free help in any phase of the writing process--from brainstorming to polishing the final draft-
-call Writing Tutorial Services [WTS, pronounced "wits"] at 855-6738 for an appointment.
When you visit WTS, you'll find a tutor who is a sympathetic and helpful reader of your prose.
To be assured of an appointment with the tutor who will know most about your class, please call
in advance. For schedules see http://www.indiana.edu/~wts/
6. 6
Tentative Schedule
WK Date Topic Readings Engagements
1 January
11
Course Introduction Who We Are?
What this class is about?
Review Syllabus and Assignments
Sign up for Read Aloud/Storytelling
Getting into Books
2 January
18
Read Aloud
Storytelling
Sustained Silent Reading
Books for Every Occasion
• Leland, Lewison, & Harste:
Chapter 2—Why Reading Aloud
is Crucial
• Krashen: Free Reading
Optional Resources:
• Hints on How to Read Aloud to a
group
• Preparing & Telling Your
Story/Storytelling Tips
• Collins & Cooper-The Story is in
the Telling
WWW
Search Due
Book
Introductions
3 January
25 Choosing Books
Social Issues Books
• Leland et al.: Chapter 4—
Choosing Books: Diversity
Counts
• Leland et. al.—You Can Hear a
Pin Drop
4 February
1
Focused Study
• Bird et. al.: Plan for Making
Meaning
• Burke: A Focused Study
• Leland et al.: Chapter 6—Inquiry
into the World through Focused
Studies
Optional Resources:
• Collier: Social Studies
Facilitation Plan
Oral
Interpretation
5 February
8 Multicultural and
International
Children’s
Literature
• Re-read multicultural and
international sections of Chapter
4—Choosing Books: (Week 3-no
RR)
• Louie: Guiding Principles for
teaching Multicultural Literature
• Short: Critically Reading the
Word “
and the World
Book Circles
Social Issues,
Multicultural,
and
International
Literature
7. 7
WK Date Topic Readings Engagements
6
February
15
Exploring Literature
Through Drama
• Galda & West: Exploring
Literature through Drama
• Adomat: Actively Engaging with
Stories through Drama
• Hertzberg: Engaging Critical
Reader Response through
Process Drama
Oral
Interpretation
7 February
22
Censorship
• Leland, Lewison, & Harste:
Chapter 9--Challenging the
Challengers
You may be assigned one other
censorship article in the Packet
Book Circles
Censored or
Challenged
Books
(K-8)
8 February
29 Literature Groups
• Leland, Lewison, & Harste:
Chapter 5--Supporting Literature
Discussions (Read, but no RR)
• Spinelli--Maniac Magee
Make margin notes in chapter book
(Bring to class)
Oral
Interpretation
Have chapter
book read with
margin notes
9 March 7
Literary Comparisons
• Curtis— The Watsons Go to
Birmingham-1963
Make margin notes in chapter book
(Bring both chapter books to class)
Oral
Interpretation
Have both
chapter books
read with
margin notes
March 14
Spring Break
10 March 21
Shared Inquiry
Reading Challenging Text
• Leland et. al: Chapter 8--
Language Study: Lingering in
Text
• Villaume & Worden: Developing
Literate Voices
Jack and the Beanstalk (No RR)
Oral
Interpretation
8. 8
WK Date Topic Readings Engagements
11 March 28
Gender Issues in
Children’s Literature
• Ernst-Gender Issues
And Choose one:
• Fox: Men Who Weep, Boys Who
Dance
• Tsao: Gender Issues in Young
Children’s Literature
• Swartz: Bringing Sexual
Orientation into the Classroom
Book Circles
Books that
depict non-
stereotypical
gender roles
12 April 4
Poetry
Siemens: Going Places with
Poetry
Damico: Evoking Hearts and
Heads
Oral
Interpretation
13 April 11
Focused Study
Presentations
Focused
Studies Due
14 April 18
Focused Study
Presentations
Focused
Studies Due
15 April 25 Focused Study
Presentations
Final Issues Discussion
Course Evaluation
Focused
Studies Due