Using pb V S R A 2015
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This document discusses using picture books in the classroom to enhance learning. It provides many ideas for how picture books can be used as mentor texts across subjects. Picture books can model narrative structure, informational text features, biography writing, and more. They expose students to new vocabulary and ideas while developing literacy skills. The document also emphasizes how picture books take little time to read yet provide powerful learning when incorporated into classroom lessons.
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This document discusses strategies for promoting reading engagement among students. It recommends having students create reading autobiographies to identify those who are and aren't already readers. It emphasizes making reading a priority through strategies like daily reading even for just 5 minutes. Reading small amounts regularly can allow students to read over 1000 extra books in their lifetime. The document also discusses using visual literacy techniques like analyzing book covers to promote comprehension. Overall, the key strategies discussed are assessing students' reading identities and habits, prioritizing daily reading time, and using visual literacy techniques to engage students with texts.
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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.
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- The importance of modeling a love of reading for students and creating an engaging classroom
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This document discusses strategies for motivating readers using the acronym C.A.R.E.:
C is for Community - building reading communities both online and offline to foster engagement.
A is for Access - ensuring students have physical, intellectual, moral and emotional access to texts.
R is for Response - allowing students to respond to texts in personal, interpretive, critical and evaluative ways.
E is for Engagement - fully immersing students in a variety of text types including picture books, audiobooks, poetry, graphic novels and more. The goal is steep engagement in all kinds of literature.
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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
General N Y C presentation
This document discusses strategies for motivating readers using the acronym C.A.R.E.:
C is for Community - building reading communities both online and offline to foster engagement.
A is for Access - ensuring students have physical, intellectual, moral and emotional access to texts.
R is for Response - allowing students to respond to texts in personal, interpretive, critical and evaluative ways.
E is for Engagement - fully immersing students in a variety of text types including picture books, audiobooks, poetry, graphic novels and more. The goal is steep engagement in all kinds of literature.
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- It allows them to experience other worlds and roles through their imagination, which can make reading an enjoyable and playful activity. Reading enjoyment is more important for children's educational success than their family's socioeconomic status.
- Exposing children to reading helps develop a lifelong love of reading, which is important for becoming a lifetime reader. It also aids in the acquisition of language and language development.
- Stories can help educate children's feelings and offer potential for developing more subtle awareness of human behavior, helping children develop empathy.
- Reading supports the development of imagination and can help transmit culture to younger generations.
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This document summarizes and discusses several studies and research on readers:
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- Research found that access to real books and viewing reading as pleasure rather than instruction leads to stronger reading skills.
- Studies show that who carries meaning in texts, choice in reading materials, and balanced book collections impact student engagement.
- Additional research highlighted the importance of daily independent reading time, reading accuracy and comprehension, peer discussion of reading, and read alouds for student literacy development.
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This document summarizes notable authors and award winners in children's and young adult literature before they became famous. It lists authors such as Jon Klassen, Jacqueline Woodson, Suzanne Collins, and John Green. It also highlights award-winning works and initiatives like We Need Diverse Books that have helped recognize diverse authors and stories.
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This document discusses strategies for fostering student reading engagement. It begins by sharing quotes about reading identity and how texts can shape the self. The rest of the document focuses on applying Cambourne's conditions of learning to reading: immersion, demonstration, expectations, responsibility, use, approximation, and response. Specific strategies are provided for each condition, such as providing access to diverse texts, read alouds, choice, feedback, and discussion. The goal is to create lifelong readers by developing reading identity and motivation.
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This document discusses ways for readers to build their list of books to read, referred to as their TBR stack. It suggests getting recommendations from other readers, judging books by their covers, titles, and authors. It also recommends exploring different genres, looking at book reviews, and considering books that have been nominated for or won awards.
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The document discusses the importance of providing variety in books for children to read. It highlights that children enjoy books that make them laugh, use their imagination, include mysteries or problems to solve, are a little scary, and let them escape. The document is based on a 2015 Scholastic survey that asked children about their preferences for books and reading.
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This document discusses the importance of providing children with a variety of reading materials that represent different perspectives and experiences. It notes that children need windows into lives and cultures other than their own, as well as mirrors that reflect their own experiences. The document also mentions the need for doors in reading that allow children to explore new ideas and imagine other possibilities.
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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.
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This document discusses the importance of diversity in children's books and recommends several award-winning books, as well as resources for finding more diverse books. It lists websites that provide information on diverse books and mentors texts that can aid in teaching. The document emphasizes that kids need diverse books and encourages finding more books with diversity.
Reasons to share lit with readers
Sharing literature with kids aids in their development in several key ways:
- It allows them to experience other worlds and roles through their imagination, which can make reading an enjoyable and playful activity. Reading enjoyment is more important for children's educational success than their family's socioeconomic status.
- Exposing children to reading helps develop a lifelong love of reading, which is important for becoming a lifetime reader. It also aids in the acquisition of language and language development.
- Stories can help educate children's feelings and offer potential for developing more subtle awareness of human behavior, helping children develop empathy.
- Reading supports the development of imagination and can help transmit culture to younger generations.
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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.
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This document discusses the development of reading identity and factors that shape readers. It addresses how choice, access, and response influence a reader's identity formation. Childhood experiences, books encountered, discussions with others, and freedom to choose reading materials all contribute to one's reading autobiography and lifelong reading identity. The document also outlines factors like time, role models, access to books, choice, and diversity that impact the development of reading identity.
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This document discusses using picture books in K-12 education. It provides many examples of how picture books can be used as mentor texts across subjects. Picture books can be used to model narrative structure, examine non-fiction structures, teach about difficult topics, develop empathy, and more. They are a valuable resource for teaching across genres and subjects. The document argues that picture books should have a place in classrooms from kindergarten through 12th grade.
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AssignmentEvery ancient civilization has its own creation st.docx
Assignment
Every ancient civilization has its own creation story, and these stories are created, retold, and maintained by humans as a means of understanding the world and their place in it. Each story is different, suggesting a different beginning and emergence of human life, yet most share similar themes, plots, and characters.
In this essay, you will select three creation stories from Unit 1. Your essay should compare and contrast the stories, analyzing the details (symbols, metaphors, etc) and suggesting significance for the similarities and differences. Your essay should avoid making broad generalizations, and you should refer to specific details and passages from the story to support your claims.
Your goals include demonstrating a strong understanding of the stories and critical thinking about the peoples and cultures who made and told/tell these stories. Creation stories are told in attempt to understand something once completely unanswerable. Why were these stories told? What symbols, metaphors, and themes help readers and listeners understand the people who told the story and how those people understand their place in the world. In addition, you should connect the ideas from the stories to the modern world (the 21st century).
Unit 1 Creation Story:1)Ute, 2) Nimiipuu creation stories, 3)The Creation Story of the Hopi, 4) The Creation Story of the Maya, 5) Hebrew Bible: Genesis in Compact Anthology of World Literature (pg 4-9), 6) “The Descent of Inanna,” and 7) The Met’s “Mesopotamian Creation Myths."
Requirements
Engagement with at least three creation stories from Unit 1
Brief summaries of the three stories you select
Clear analysis of the stories
Clear comparisons among stories
A discussion of the significance of each story
Classify the stories (Earth diver, emergence, divine creation, etc)
Use language appropriate for literature (characters, plot, symbols, audience, etc)
Find, evaluate, and use at least one reputable source to support your analysis.
3-4 pages of writing + a reference page
Double spaced
12 pt font
1” margins
MLA or APA citations (in text and on the reference page)
.
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Biography: Dr Catherine Sly has taught in NSW Department of Education high schools and has been a writer, editor and consultant for the School Libraries division of the NSW Department of Education. Her recent PhD thesis investigated graphic novels from a narratological perspective.
Abstract: Quality graphic novels can be as challenging and complex as written texts. While the predominantly visual format of graphic novels may readily capture students’ attention, guidance from teacher librarians and teachers can be invaluable in cultivating and refining the skills necessary to probe the depth and richness of these publications.
Attendees will learn how to guide students to discover this richness as well as how to identify specific techniques used by the creators of graphic novels. A close investigation of two selected graphic novels will operate as examples to provide the necessary signposts for teachers to become more confident in the reading, processing, critical analysis and evaluation of graphic novels.
1996 01 001 syllabus michigan state
This document provides the syllabus for a course on negotiating cultural differences in American thought and language. The purpose of the course is to develop students' analytical reading, writing, and critical thinking skills through examining interactions between cultural groups in America. Students will analyze primary sources depicting encounters between European immigrants/Native Americans/others. They will explore how each group represented itself and managed relations with others. Assignments include two case study essays, short response essays, and a final exam. Readings will cover topics like Pocahontas, Hawaiian sovereignty movements, and works by Melville, Hawthorne, and Twain depicting cultural exchanges.
Pearland I S D 2014
The document discusses organizing a reading autobiography activity for students. It asks students to create their own reading autobiography reflecting on their childhood, school, and adult reading experiences. It suggests students can write it as an essay, create a presentation using apps like Prezi or PowerPoint, or use a timeline format. It also discusses collecting and analyzing the autobiographies to identify common themes and which students are already readers versus those who are not.
Computational stylistic 24 april
This document discusses computational stylistics, which analyzes textual style through computational methods. It examines patterns in language linked to writing and reading processes. Computational stylistics studies patterns in texts, authors, genres and periods. It can detect linguistic patterns more accurately than human analysis alone. Examples of corpora used include literary texts, Shakespeare's works, websites and blogs. Computational stylistics is relevant to language learning and research by determining literary language and revealing differences in language use.
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This document discusses computational stylistics and its applications. Computational stylistics uses computers to analyze linguistic patterns in texts, authors, genres and time periods. It can detect styles that may not be obvious without computational analysis. Examples of corpora used include Shakespeare's works, websites and blogs. Computational stylistics is relevant to language learning and research by determining literary language and revealing differences in language use. An empirical study analyzed soliloquies versus dialogue in Shakespeare's plays to show what computational stylistic analysis can reveal about linguistic nature and differences between genres and time periods.
1 Ancestors
The story of the book starts long before the book looked like a book. From the very beginning man has tried to find ways to communicate with others and to store a record of his life. In this lesson you will discover the earliest attempts at this communication. You will uncover the various types of writing materials used from the beginning of time through the early Middle Ages and discover their importance in both religion and society. From Mesopotamia to Egypt, and from China to Greece, you’ll encounter one of the world’s best uniting forces – written language.
Arf 2013 Well-chosen words: Creating spaces for poetry in the Common Core
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American Reading Forum 2013 Sanibel Island, Florida
Sherron Killingsworth Roberts, UCF
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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 miller
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.
Conroe secondary feb 2019
This document summarizes a presentation about reading trends among educators and students. Some key points:
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- 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.
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Conroe isd feb 2019 elem
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.
Bring on the books tctela 2019
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.
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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.
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This document summarizes a presentation about reading habits and the role of educators as reading role models. Some key points made:
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Books too good to miss
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.
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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.
Hot off the press
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.
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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.
Nonfiction books
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This document provides a list of book recommendations and awards information. It includes contact information for Teri Lesesne and lists several awards in children's and young adult literature like the Newbery, Caldecott, Printz, and Coretta Scott King awards. It also defines and discusses the Japanese word "tsundoku" and the made-up word "bibliothecary". Finally, it lists several books that received starred reviews in 2017, including 6 stars for The Hate U Give and Vincent and Theo, and 5 stars for American Street, Bull, and Big Cat, Little Cat.
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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.
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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.
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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.
Lesesne & Perry T L A Booklist 2016
This document provides a list of book titles available for order. Each entry includes bibliographic information like author, title, publisher, publication date, reading level, and price. There are over 60 book titles represented from various genres, including fiction, graphic novels, and nonfiction, aimed at readers from early elementary through young adult. The books cover a wide variety of themes and subjects.
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Using pb V S R A 2015
- 1. USING PICTURE BOOKS TO CREATE CLASSROOM MAGIC Teri Lesesne Sam Houston State University @professornana
- 3. PICTURE BOOKS AS MENTOR TEXTS
- 13. COMMUNITY 13
- 14. SO HOW CAN WE USE PB BIOGRAPHIES? As model for report writing As model for narrative versus expository text differences As model for handling “difficult” events in lives of the famous As model for teaching about AUDIENCE What else?
- 17. MOOD AND TONE 17
- 18. ARCHETYPES 18
- 19. THIS READ ALOUD BROUGHT TO YOU BY MO WILLEMS “Once upon a time there were three dinosaurs: Papa Dinosaur, Mama Dinosaur, and some other Dinosaur who happened to be visiting from Norway.” 19
- 20. – WHAT DOES THE OPENING SENTENCE TELL READERS? Setting Main characters Motif Archetype And…it’s going to be funny! Plus it addresses this CCSS (anchor standard): Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences 20
- 21. CCSS CCSS.ELA-LITERACY.CCRA.R.1 Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. CCSS.ELA-LITERACY.CCRA.R.2 Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas. CCSS.ELA-LITERACY.CCRA.R.3 Analyze how and why individuals, events, or ideas develop and interact over the course of a text. 21
- 22. CCSS CCSS.ELA-LITERACY.CCRA.R.4 Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone. CCSS.ELA-LITERACY.CCRA.R.5 Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole. CCSS.ELA-LITERACY.CCRA.R.6 Assess how point of view or purpose shapes the content and style of a text. 22
- 23. IN MATH, TOO! 23
- 24. POWER OF TENS 24
- 26. CELEBRATING CULTURES Through extensive reading of stories, dramas, poems, and myths from diverse cultures and different time periods, students gain literary and cultural knowledge as well as familiarity with various text structures and elements. 26
- 27. EXAMINING PARODY
- 29. FOCUS ON THE ART Color Media Technique Perspective Composition
- 30. COLOR
- 32. MENTOR TEXT 32
- 33. MAP SKILLS 33
- 34. CCSS CCSS.ELA-LITERACY.CCRA.R.9 Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take. 34
- 36. NEW TAKES, OLD TALES
- 37. NEW TAKES ON OLD TALES
- 39. FABLES
- 40. FRESH APPROACHES
- 45. GOT ISSUES?
- 47. CULTURE
- 49. EDGE OR FRINGE READING
- 50. FINDING TIME TO READ Average person can read 300 words per minute In one week, that is 31,500 words In one year, it is 1,512,000 words Average book is 75,000 words Can read +20 books a year with only 15 minutes a day More than 1000 extra books in a lifetime 50
- 51. SO HOW DO PICTURE BOOKS PLAY OUT? Average picture book is 32 pages Average picture book can be read aloud in less than 10 minutes Fluency and prosody are being modeled Readers are being introduced to new words (splendiferous)
- 53. ART
- 54. CULTURAL TWIST
- 55. DIFFERENT TWIST
- 56. ADD HISTORY TO THE MIX
- 59. TEXAS ACCENTS
- 60. ANOTHER BUBBA
- 61. DON’T LOSE SIGHT OF THE PB