1 Cover Sheet: Reading & Literacy Project Element Team Member Names Page Number --4 Target School Description Demographics 4 School Mission or Goals 4 State the relationship between this project and the School Mission/Goals. School’s dominant teaching approach 4,5 Project Outline 6-7 Curricular Objectives Research Synthesis: 50 words 8-10 10-13 Brief Response Kim Platnick, Dee Anna Rittenhouse and Karen Wilson Suburban independent school in Roswell, GA for grades preschool – 8th There are approximately 400 students. The school has students from preschool to 8th grade. There is a significant population of international families in the community. Many students speak a second language. The school community empowers each student to be a compassionate, responsible, and active global citizen. We are committed to an interdisciplinary approach of exploration and discovery, enabling children to meet the challenges of the future. The school’s mission includes promoting interdisciplinary exploration and discovery. By encouraging the students to explore different genres and books, they will have diverse experiences that foster a sense of discovery. The school uses an inquiry-based, coteaching model with classrooms having two degreed educators in every class through grade 5. Our project is a reading promotion program called “Passport to the World of Reading. “ Students will review ten genres being introduced by their classroom teachers and read books representing different genres. Throughout the project, students will track their progress and share their reading experiences with their classmates. Students will demonstrate increased reading comprehension and vocabulary through participating in the reading project, and will acquire an understanding of a variety of genres in reading while reading the selected texts suggested for the project. Students who choose various genres of books will read more and perform better academically than those who do not. Including different genres in students’ literacy repertoires give students the 2 Research Synthesis: List of major authors/researchers. 13-14 Reading List (in form of Annotated Bibliography - items students will read) 15-21 Formats 22-23 Leisure Reading Promotion Strategies 23 How did you demonstrate your knowledge of reading process? 13-14 What trends in reading instruction are most relevant here? 13-14 Differentiation strategies (for individuals and/or subgroups) 6-7, 2223 opportunity to have different experiences and understandings. Students learn through developing their interests, encouraged by teachers and the instructional curriculum. AASL; Allison, B. and Rehm, M.; Brody, J.; Cameron, T. and Jenkins, H.; Chehayl, L.; Geier, D.; Lapp, D. & Fisher, D.; Livingston, N. & Kurkjian, C.; Pachtman, A. and Wilson, K.; Smith, C. B.; Vokoun, M. and Bigelow, T. No. of titles: 30 These titles were chosen because they represent current titles that are considered quality literature examples from the various genres, and they represent a range of reading levels to accommodate all students. 1. ActivBoard flip chart 2. Print books 3. Audiobooks 4. TeacherTube book trailer videos 5. Games and trivia 6. Booktalks 7. Online discussion forums • Students will self-select books on their reading level. • SSR time will be available to students • SLMS models reading SSR time in the media center. • Booktalks using titles from different genres • Students will share experiences with their classmates. Our knowledge of the reading process was demonstrated by combining motivational strategies of reading with an increased exposure to various literary genres to create a contemporary activity founded in research. • Student choice or “self-selection” • Inclusion of contemporary literature • Inclusion of various genres • Use of non-traditional formats • Collaborative literacy project • Increased student achievement The project will be presented in multiple formats to differentiate the instruction for a variety of learning styles and to address those students who require additional learning support. Specific examples include: 3 Students will select books on their reading level. • Titles will be available in print and in audiobook format. • Genre descriptions will be available in print, group discussion, and interactive ActivBoard presentation. • Students will choose the format for their culminating project activity based on their interest and ability. MS models personal enjoyment of reading through modeling during SSR time. The MS also will include herself on the genre map on display in the media center. • The students will choose their own books, rather than select books from an assigned list. The SLMS will provide support for students needing help in their book selection process. • The program allows for students to share their progress using their passports, the wall map, and the discussion forums. • The students will view book trailers made by other students promoting books suitable for the project. • The students will choose their own culminating project format to share their favorite genre book with their classmates. • How does MS model personal enjoyment of reading? List your strategy (or strategies) for engaging student interest. 6-7, 2223 23 4 Kim Platnick Dee Anna Rittenhouse Karen Wilson Reading and Literacy Project Brief Description of Target School • School Description Suburban independent school located in Roswell, GA School is situated on 40 acres and has an emphasis on environmental education. Preschool – grade 8 Approximately 400 students Student/Teacher ratio: 10:1 There is a significant population of international families in the community. Many students speak a second language. • School Mission The school community celebrates and perpetuates each individual’s quest for knowledge and skill, sense of wonder, and connection to the natural environment. We empower each to be a compassionate, responsible, and active global citizen. We are committed to an interdisciplinary approach of exploration and discovery, enabling children to meet the challenges of the future by becoming creative problem solvers. We foster a socially responsive community based on trust, dignity, and respect in which all members are active participants. • Accredited as an International Baccalaureate (IB) School The Primary Years Programme is a transdisciplinary program of international education designed to foster the development of the whole child. The curriculum is inquiry-based and promotes a global view. • Dominant Teaching Approach and Learning Environment The school uses a co-teaching model with classrooms having two degreed educators in every class through grade 5. Co-teaching means that all teachers are designated as lead teachers; everyone participates in planning and implementing curriculum and assessing student achievement. In the Middle Years Program, content experts teach courses. 5 The school has multi-age classrooms, with the exceptions of kindergarten, 3rd grade, 5th grade, and 8th grade. • Media Center Overview Physical Space: The school media center is housed in an old farmhouse. The space is divided into 8 rooms that hold the print collection and offer a few areas for instructional space. There is no single instructional space that can accommodate an entire class. Student Access: The primary and elementary students visit the media center once a week with their class for a 30-minute fixed-schedule lesson. The curriculum the students experience in their classrooms is reinforced in the Media Center. In addition, the library program has a scope and sequence for the k-5th students including library and research skills. The remainder of the available time in the media center is open to flexible scheduling. Kindergarten through 8th grade students can visit the media center at any time during the school day to do research or check out books. Technology: There are 3 computers available to students in the media center. These are used for the OPAC and Internet access. One of the computers is connected to a projector and is used for class instruction. • Media Center Charter The charter of the High Meadows School Library Media Center is to inspire each person making use of it to be an independent and organized researcher of information and a creator of ideas in a lively and loving learning environment that supports the educational efforts of the entire school. • Goals of the Media Center • • • • • • • To provide intellectual access to information through learning activities. To provide physical access to information through a carefully selected and systematically organized local collection of diverse learning resources. To provide learning experiences that encourage students and others to become discriminating consumer and skilled creators of information. To provide leadership, collaboration, and assistance to teachers. To provide resources and activities that contribute to lifelong learning. To provide a program that functions as the information center of the school. To provide resources and activities for learning that represent a diversity of experiences, opinions, and social and cultural perspectives. 6 Outline of Reading Promotion Project Each year, the 4th/5th grade students are expected to review various genres that have been identified by their classroom teachers. The genres used by the teachers are Award Winners, Biography, Fantasy, Folktale, Historical Fiction, Mystery, Nonfiction, Poetry, Realistic Fiction, and Science Fiction. The media center will conduct a collaborative genre reading program called “Passport to the World of Reading.” This program promotes a variety of reading experiences in keeping with the school’s IB philosophy of exploration and discovery. In addition, the students will participate in multiple interactive reading activities that will support them in deepening their appreciation of literature and promote lifelong reading. The project will take approximately four – five months to complete in order to give students sufficient time to read and respond to several different books. During this project, the students will also have a few library classes taking place that are unrelated to the genre study and support other objectives of the library program. In the course of this program, students will discuss the characteristics of genres, select their own reading materials, identify the genres associated with their readings, and share their experiences with their peers. Students will be given a guide map as a resource as well to help direct them through the steps of the project. An example is provided in the link below: Student Guide Map to Passport to the World of Reading The project will transport the students on a virtual trip through the world of reading by using a passport to document their journey. After completing a genre reading, students will add a genre sticker to their passport. Additionally, students will keep track of their literary travels using a wall map with each continent representing a different genre. As they complete a genre, students stick their picture to the appropriate continent on the map. At the end of the project, it is expected that all students will have a completed passport representing at least four genres to document their exploration of reading. Students who successfully complete the project will earn the privilege of being able to check out an additional book per week for the remainder of the school year. The project includes: • • • • The SLMS will update the OPAC to include genre terms and annotations for a large variety of desirable books appropriate for the project. The SLMS will link genre-themed book trailers from TeacherTube to the Media Center website for students to use as they select their genre titles. A pre-assessment will be administered to students, such as the STAR test, to determine appropriate reading levels for the students at the beginning of the project. The SLMS will review genres with the students and introduce the project via 7 an ActivBoard presentation utilizing flip charts either in their classroom or during a scheduled visit to the computer lab. An example of the flip chart in a pdf file format is provided below: Passport to the World of Reading Activboard Flipchart • • • The SLMS will create mini-posters representing each genre based on student-generated descriptions and a wall map representing each genre as a continent. Media center volunteers will print and cut out pictures of the students to use as markers for the wall map, showing which genre each student has visited. Media center volunteers will print and assemble genre passports for each student. They will also print out the genre label stickers for use in the passport. A sample graphic of what the passport may look like is provided as a link below: Sample Passport for Students • • • • • • • The SLMS will offer booktalks for each genre, focusing on Best Bet print books and audiobooks available in the media center. (See the Annotated Bibliography for a list of titles.) Parents will be encouraged to take their students to the public library at least once during the length of the project to find additional genre titles. Students will have at least one library period of SSR using the media center deck, weather permitting. Otherwise, the SSR will be in the media center. The SLMS will read a project related-book along with the students in SSR. As students complete a book in a particular genre, they will get a sticker for their passport and add their picture to the genre map. The SLMS will add her picture to the map as well upon reading a genre book. Students will have at least four opportunities to use the computer lab to write reading responses in the online media center forum. These forums are on a password-protected intranet and will be organized according to genre. The students will also be encouraged to read and respond to the forum entries created by their classmates. As a culminating activity to the project, students will participate in a genre museum. Students will have up to three class period opportunities to work on their museum piece. Each student will create a museum piece that represents their journey into one of the reading genres. Some ideas for museum pieces include video presentations, power points, posters, travel brochures, artifacts, travel diary entries, podcasts, or costume pieces. Each museum piece should identify the book, the genre, and share a part of the reading experience. Students will present their pieces in the museum to their classmates. Each student will receive an award certificate for completion of the project and participate in a celebration. Students will take a post-assessment to record any increased achievement in reading. 8 Curricular Objectives The school is private and independent of the state of Georgia Performance Standards (GPS) for reading and language arts and we have included the school’s broad reading objectives that are pertinent to the reading promotion project. In addition we added the GPS Standards that would parallel these as well as accompany the project if ever used in a public school setting. • School Reading Philosophy Reading is fundamental for helping to make connections across the curriculum. Reading also enables students to discover information about subject areas. At High Meadows, we strive to create a well-balanced, language and print-rich environment, where students can explore and develop many strategies in order to become independent readers. We help foster a love of reading by creating many different language experiences and exposure to all genres. • High Meadows School Reading Objectives Children need to be introduced to a wide range of fiction and non-fiction texts, and have opportunities to read for their own interest and pleasure, as well as for information. Children must also learn to recognize and appreciate the variety of literary styles, forms, and structures and to understand that written language varies according to context. No single teaching method or approach is likely to be effective for every reader, and the teacher needs to plan instruction carefully. Daily reading practice, using a wide range of texts, must occur within authentic contexts. During the course of their program in grades 4 and 5, students will learn to read and identify various literary genres. • Georgia Performance Standards All objectives are from the Georgia Performance Standards located online at (www.georgiastandards.org). ELA4R1, Grade: 4 Description: ELA4R1 The student demonstrates comprehension and shows evidence of a warranted and responsible explanation of a variety of literary and informational texts. Elements: Critical Component: For literary texts, the student identifies the characteristics of various genres and produces evidence of reading that: 9 a. Relates theme in works of fiction to personal experience. b. Identifies and analyzes the elements of plot, character, and setting in stories read, written, viewed, or performed. c. Identifies the speaker of a poem or story. d. Identifies sensory details and figurative language. e. Identifies and shows the relevance of foreshadowing clues. f. Makes judgments and inferences about setting, characters, and events and supports them with elaborating and convincing evidence from the text. g. Identifies similarities and differences between the characters or events and theme in a literary work and the actual experiences in an author’s life. h. Identifies themes and lessons in folktales, tall tales, and fables. i. Identifies rhyme and rhythm, repetition, similes, and sensory images in poems. ELA4R2, Grade: 4 Description: ELA4R2 The student consistently reads at least twenty-five books or book equivalents (approximately 1,000,000 words) each year. The materials should include traditional and contemporary literature (both fiction and nonfiction) as well as magazines, newspapers, textbooks, and electronic material. Such reading should represent a diverse collection of material from at least three different literary forms and from at least five different writers. ELA4W2, Grade: 4 Description: ELA4W2 The student demonstrates competence in a variety of genres. Elements: Critical Component: The student produces a narrative that: a. Engages the reader by establishing a context, creating a speaker’s voice, and otherwise developing reader interest. b. Establishes a plot, setting, and conflict, and/or the significance of events. c. Creates an organizing structure. d. Includes sensory details and concrete language to develop plot and character. e. Excludes extraneous details and inconsistencies. f. Develops complex characters through actions describing the motivation of characters and character conversation. g. Uses a range of appropriate narrative strategies such as dialogue, tension, or suspense. h. Provides a sense of closure to the writing. ELA5R2, Grade: 5 Description: ELA5R2 The student consistently reads at least twenty-five books or book equivalents (approximately 1,000,000 words) each year. The materials should include traditional and contemporary literature (both fiction and nonfiction) as well as magazines, newspapers, textbooks, and electronic material. Such reading should represent a diverse collection of material from at least three different literary forms and from at least five different writers. 10 ELA5R4, Grade: 5 Description: ELA5R4 The student reads aloud, accurately (in the range of 95%), familiar material in a variety of genres, in a way that makes meaning clear to listeners. The student Elements: a. Uses letter-sound knowledge to decode written English and uses a range of cueing systems (e.g., phonics and context clues) to determine pronunciation and meaning. b. Uses self-correction when subsequent reading indicates an earlier miscue (self-monitoring and self-correcting strategies). c. Reads with a rhythm, flow, and meter that sounds like everyday speech (prosody). ELA5W2, Grade: 5 Description: ELA5W2 The student demonstrates competence in a variety of genres. Elements: Critical Component: The student produces a narrative that: a. Engages the reader by establishing a context, creating a point of view, and otherwise developing reader interest. b. Establishes a plot, point of view, setting, and conflict, and/or the significance of events. c. Creates an organizing structure. d. Includes sensory details and concrete language to develop plot and character. e. Excludes extraneous details and inconsistencies. f. Develops complex characters through actions describing the motivation of characters and character conversation. g. Uses a range of appropriate narrative strategies such as flashback, foreshadowing, dialogue, tension, or suspense. h. Provides a sense of closure to the writing. i. Lifts the level of language using appropriate strategies including word choice. Research Synthesis • Specific AASL Learning and Technology Principles that support “Passport to the World of Reading.” Principle 6: The library media program encourages and engages students in reading, viewing, and listening for understanding and enjoyment (AASL, 1998, pg. 66). Principle 7: Encouraging pleasure in and educating about consuming all kinds of media formats for information and recreation (AASL, 1998, pg. 66). 11 • Research supports programs which provide students with a variety of reading experiences in various genres. A “Passport to the World of Reading” does just that. With concerns that the “material [students] were choosing to read was not challenging enough,” SLMS Joan Brody (1989) “designed the Passport to Literature program.” Reading “enables us to enter into worlds and experience events that otherwise would remain unknown to us.” These experiences will lead students to a deeper appreciation of literature and promote lifelong reading. Our “Passport to the World of Reading” is similar to Brody’s “Passport to Literature” in that it will also allow students to “read some wonderful literature” and “broaden themselves.” • Integrating reading into a student’s life early is encouraged. Research states that “if reading is not integrated as part of a young child’s life and a love of books is not fostered or encouraged, that child may well enter the middle-level classroom able but reluctant to read, posing for the teacher the challenge of determining how to inspire that student to engage in literacy-based activities” (Chehayl, 2008). • Research shows that peer reviews allow reluctant and less successful readers to open themselves to various literary genres. It is possible that “a student could…go their entire academic career with little or no exposure to several genres” (Cameron and Jenkins, 2008). As SLMSs and classroom teachers, we want to expose students to a variety of books. “Passport to the World of Reading” will allow fourth and fifth grade struggling readers to “develop future genre preferences as knowledge of genre grows.” Little to no genre exposure can “limit genre selection by the students and, as a byproduct, may affect comprehension and motivation to read.” • It is important for students to learn about other cultures as this promotes cultural awareness and diversity. As an IB accredited school, High Meadows School offers students the opportunity to learn about other cultures through the medium of literature. This is “an often overlooked but most effective and appropriate way to develop cultural awareness and multiethnic understanding.” SLMCs need to offer “books where the power of story…and the variety of genres and themes enable teachers to bring the wonders of the world into the classroom” (Livingston and Kurkjian, 2005). • Student engagement is a critical piece of the “Passport to the World of Reading.” We want students to be transported on a virtual trip to new and exciting worlds of reading. Getting “students engaged enough to want to 12 stick with a text is often a daunting task for teachers” (Lapp and Fisher, 2009). We believe that the genre stickers, ActivBoard presentations, and booktalks all will be good motivators to increase engagement. Student choice is the key to student engagement. Adolescents, “just like adults,” will read if the book is a good read, if the book is accessible, and if they can have some ownership in the selection”. Students want to have a voice in their academics. Students are “intrinsically motivated to read and participate…because their voices and interests [drive] the text selections and conversations.” Students’ responses in the online MC forum will be that more enriched because of their independent selection of reading materials. The more choices researcher Michael Vokoun gave his students “even if only a choice between two suggestions—the more engagement [he] saw” (Vokoun and Bigelow, 2008). • Students will choose which books they want to read in a certain genre to obtain their genre sticker for their passport. Student choice is significant when it comes to intrinsic motivation. Andrew B. Pachtman and Karen A. Wilson identified classroom practices that motivated students to read in a fourth-grade independent reading program similar to “Passport to the World of Reading.” Research shows that student choice, success, and proximity to books all had a positive effect on motivation. “Choice, challenge, social collaboration, and success…encourage an intrinsic motivation to read” (Pachtman and Wilson, 2006). Intrinsic motivation is “fostered by choice,” and “success is another important factor in motivation.” Students will feel successful when they have completed a literary genre and have a completed passport at the end of the project. Students can “feel successful as they work toward personal reading goals.” Students have reported that “engaging in booktalks…encourages fellow classmates to read favorite books and to explore new genres and authors.” “Passport to the World of Reading” would provide students with booktalks for each genre so that they are introduced to and have specific examples of titles that they may find interesting. Students who become “increasingly aware of the various genres…develop their own preferences for these, too.” • The “Passport to the World of Reading” will increase student achievement in reading as well as writing. Students’ writing is used “as a means to promote clear thinking.” Smith (1994) shows that “reading a variety of literary genres has a related positive effect on writing.” During the fourfive months that “Passport to the World of Reading” will take place; students will have regular exposure to various literary forms. Students 13 “exposed regularly to various literary forms seemed better able to use different literary forms in their own writing.” • The National Assessment of Education Progress reported that “children who read a variety of text types have higher reading achievement scores than those who do not” (Cameron and Jenkins, 2008). Research studies “have suggested that exposing children to a variety of genres and letting them have a voice in what they choose to read can help them develop a sense of genre, expand their reading choices, and improve motivation.” • Students not motivated to read or frustrated with reading were found to prefer audio books. Audio books will be used as one of the formats for “Passport to the World of Reading.” Students who are exposed to “various genres via books on tape” have an “opportunity to consider what genres are available and which they prefer, or do not prefer, without the frustrations they customarily associate with reading” (Cameron and Jenkins, 2008). • Strategies and teaching practices such as using visuals in our “Passport to the World of Reading” will allow students to increase learning. Florida middle school teachers “rated the use of visuals such as teaching aids and pictures as the most highly effective teaching strategy” (Allison and Rehm, 2007). “Passport to the World of Reading” includes flip charts via an ActivBoard as well as miniposters representing each genre studied. Using “multiple and varied visual aids can also capture the interest of active middle-school students who require frequent stimuli to keep them engaged in learning.” • We want students to “travel the world” of genres. Two genres that allow them this opportunity are folktales and nonfiction. Students make “connections between stories, facts, and other meaningful classroom activities.” (Geier, 2009). Thus, “retention is greater.” Through “Passport to the World of Reading” students will read different genres which will allow them to gain geography knowledge as well since they will be reading about different places and locations. Research Citations American Association of School Librarians Association for Educational Communications and Technology. (1998). Information power: Building 14 partnerships for learning. Chicago: American Library Association. Allison, B. and Rehm, M. (2007). Effective teaching strategies for middle school learners in multicultural, multilingual classrooms. Middle School Journal. 39, 2. Brody, J. (1989). Passport to literature. School Library Journal, 6, 39. Cameron, T. and Jenkins, H. (2008). Biography, poetry, mystery: oh my! exploring motivation and comprehension through genre. Illinois Reading Council Journal. 36, 3. Chehayl, L. (2008). Books in action. Middle School Journal. 40, 1. Geier, D. (2009). Traveling the world with folktales and nonfiction. Library Media Connection. 27, 6. Lapp, D. & Fisher, D. (2009). It’s all about the book: Motivating teens to read. Journal of Adolescent and Adult Literature, 52(7), 556-561. doi: 10.1598/JAAL.52.7.1 Livingston, N. & Kurkjian, C. (2005). Circles and celebrations: Learning about other cultures through literature. The Reading Teacher, 58(7), 696-703. Pachtman, A. and Wilson, K. (2006). What do the kids think? The Reading Teacher. 59, 7. Smith, C. B. (1994). Helping children understand literary genres. Bloomington, IN: ERIC Clearninghouse on Reading English and Communication. Vokoun, M. and Bigelow, T. (2008). Dude, what choice do I have? Educational Leadership. 66, 3. 15 Annotated Bibliography Our bibliography represents ten genres of literature providing three examples of printed books for each one. The SLMS will use the books on the list for booktalks with the class. Students may choose books from the list to read in order to fulfill the reading requirement for the project or select an appropriate book that is not listed. The books are listed by the category of genres. • Award Winners Creech, S. (1996). Walk two moons. New York, NY: Harper Collins. After her mother leaves home suddenly, thirteen-year old Sal and her grandparents take a car trip retracing her mother’s route. Along the way, Sal recounts the story of her friend Phoebe, whose mother also left. Walk Two Moons won the 1995 Newbery Medal. Dicamillo, K. (2006). The tale of despereaux. New York, NY: Scholastic. The adventures of Desperaux Tilling, a small mouse of unusual talents, the princess that he loves, the servant girl who longs to be a princess, and a devious rat determined to bring them all to ruin. The Tale of Despereaux won the 2004 Newbery Medal. Spinelli, J. (1999). Maniac Magee. New York, NY: Little, Brown Young Readers. Maniac Magee is a folk story about a boy, a very excitable boy. One that can outrun dogs, hit a home run off the best pitcher in the neighborhood, and tie a knot no one can undo. "Kid's gotta be a maniac," is what the folks in Two Mills say. It's also the story of how this boy, Jeffrey Lionel "Maniac" Magee, confronts racism in a small town, tries to find a home where there is none and attempts to soothe tensions between rival factions on the tough side of town. Presented as a folk tale, it's the stuff of storytelling. "The history of a kid," says Jerry Spinelli, "is one part fact, two parts legend, and three parts snowball." And for this kid, four parts of fun. Maniac Magee won the 1991 Newbery Medal. • Biography Freedman, R. (1997). Eleanor Roosevelt: A life of discovery. New York, NY: Houghton Mifflin Harcourt Publishing. 16 The intriguing story of Eleanor Roosevelt traces the life of the former First Lady from her early childhood through the tumultuous years in the White House to her active role in the founding of the United Nations after World War II. A Newberry Honor Book. Scieszka, J. (2008). Knucklehead: Tall tales and almost true stories of growing up. New York, NY: Viking Juvenile Publishing. How did Jon Scieszka get so funny, anyway? Growing up as one of six brothers was a good start, but that was just the beginning. Throw in Catholic school, lots of comic books, and lazy summers at the lake with time to kill, babysitting misadventures, TV shows, jokes told at family dinner, and the result is Knucklehead. Part memoir, part scrapbook, this hilarious trip down memory lane provides a unique glimpse into the formation of a creative mind and a free spirit. Tanaka, S. (2008). Amelia Earhart: The legend of the lost aviator. New York, NY: Abrams Books for Young Readers. The ever-fascinating story of the legendary pilot is given new life in this vividly told true-life adventure. Ever since Amelia Earhart and her plane disappeared on July 2, 1937, people have wanted to know more about this remarkable woman. Amelia Earhart follows the charismatic aviator from her first sight of an airplane at the age of ten to the last radio transmission she made before she vanished. • Fantasy Cooper, S. (1973). The dark is rising. New York, NY: Simon & Schuster Children’s Publishing Division. On his eleventh birthday Will Stanton discovers that he is the last of the Old Ones, destined to seek the six magical Signs that will enable the Old Ones to triumph over the evil forces of the Dark. Coville, B. (1982). The monster’s ring. Orlando, FL: Harcourt Books. A timid boy, eager to frighten the school bully on Halloween night, acquires a magic ring and the power to change himself into a hideous monster. Levine, G. C. (1997). Ella enchanted. New York, NY: HarperCollinsPublishers. Young Ella of Frell embarks on a quest to overcome the gift of obedience, a 17 curse bestowed on her at birth by a fairy, and along the way she encounters princes, ogres, fairy godmothers, and other fairy-tale creatures. • Folktale Kellogg, S. (1992). Pecos Bill. New York, NY: Harper Collins Publishers. The anecdotes associated with Texas's fabled cowboy hero burst from the pages in rapid succession with Kellogg's robust illustrations enlarging and enriching the energetic text. Knutson, B. (2004). Love and roast chicken: A trickster tale. Minneapolis, MN: Learner Publishing Group. In this folktale from the Andes, a clever guinea pig repeatedly outsmarts the fox that wants to eat him for dinner. Steptoe, J. (2003). Mufaro’s beautiful daughters. New York, NY: Harper Collins Pubishers. Mufaro has two beautiful daughters. Nyasha is kind and considerate, but Manyara is selfish and spoiled. When the king decides to choose a bride from among "The Most Worthy and Beautiful Daughters in the Land," both Mufaro's girls travel to the capital city. But only one can be chosen to marry the king. • Historical Fiction Choldenko, G. (2006). Al Capone does my shirts. New York, NY: Penguin Group USA. Moose Flannagan moves with his family to Alcatraz so his dad can work as a prison guard and his sister, Natalie, can attend a special school. But Natalie has autism, and when she’s denied admittance to the school, the stark setting of Alcatraz begins to unravel the tenuous coping mechanisms Moose’s family has used for dealing with her disorder. Curtis, C. (2000). The Watsons go to Birmingham—1963. New York, NY: Laurel Leaf. The year is 1963, and self-important Byron Watson is the bane of his younger 18 brother Kenny's existence. Constantly in trouble for one thing or another, from straightening his hair into a "conk" to lighting fires to freezing his lips to the mirror of the new family car, Byron finally pushes his family too far. Before this "official juvenile delinquent" can cut school or steal change one more time, Momma and Dad finally make good on their threat to send him to the deep south to spend the summer with his tiny, strict grandmother. Soon the whole family is packed up, ready to make the drive from Flint, Michigan, straight into one of the most chilling moments in America's history: the burning of the Sixteenth Avenue Baptist Church with four little girls inside. Lowry, L. (1998). Number the stars. New York, NY: Laurel Leaf. The evacuation of Jews from Nazi-held Denmark is one of the great untold stories of World War II. On September 29, 1943, word got out in Denmark that Jews were to be detained and then sent to the death camps. Within hours the Danish resistance, population and police arranged a small flotilla to herd 7,000 Jews to Sweden. Lois Lowry fictionalizes a true-story account to bring this courageous tale to life. She brings the experience to life through the eyes of 10year-old Annemarie Johannesen, whose family harbors her best friend, Ellen Rosen, on the eve of the round-up and helps smuggles Ellen's family out of the country. • Mystery Balliett, B. (2004). Chasing Vermeer. New York, NY: Scholastic Press. When strange and seemingly unrelated events start to happen and a precious Vermeer painting disappears, eleven-year-olds Petra and Calder combine their talents to solve an international art scandal. Raskin, E. (1992). The westing game. New York, NY: Penguin Putnam Books for Young Readers. The mysterious death of an eccentric millionaire brings together an unlikely assortment of heirs who must uncover the circumstances of his death before they can claim their inheritance Van Draanen, W. (1998). Sammy Keyes and the hotel thief. New York, NY: Knopf. Thirteen-year-old Sammy's penchant for speaking her mind gets her in trouble when she involves herself in the investigation of a robbery at the "seedy" hotel 19 across the street from the seniors' building where she is living with her grandmother. • Nonfiction Cerullo, M., Rotman. J. (2000). The truth about great white sharks. New York, NY: Chronicle Books LLC. Take a trip to the ocean's depth to learn the truth about these infamous creatures. From the most current information on their swimming habits and ancient ancestors to details about their conveyor belt of teeth, armored skin and super senses, kids will be fascinated by these amazing creatures. Special sidebars offer extra information on what it's like to dive in a shark cage, how to measure a great white, and its different nicknames around the world. Over 50 full-color photographs including a gigantic shark gatefold bring the informative text alive and will thrill budding marine biologists. Includes a detailed glossary, bibliography and index. Schanzer, R. (2006). John Smith escapes again! Des Moines, IA: National Geographic Children’s Books. Many readers will know John Smith as the man rescued from death by Pocahontas, but Smith's story included a series of fantastic episodes: escape from imprisonment, ambush by Indians, attacks by ruthless sea pirates, and more escapades than seem possible in one life. Thimmesh, C. (2006). Team moon: how 400,000 people landed Apollo 11 on the moon. New York, NY: Houghton Mifflin Harcourt. Here is a rare perspective on a story we only thought we knew. For Apollo 11, the first moon landing is a story that belongs to many, not just the few and famous. It belongs to the seamstress who put together twenty-two layers of fabric for each space suit. Engineers created a special heat shield to protect the capsule during its fiery reentry. It belongs to the flight directors, camera designers, software experts, suit testers, telescope crew, aerospace technicians, photo developers, engineers, and navigators. • Poetry Creech, S. (2003). Love that dog. New York, NY: Harper Collins Publishers. 20 A young student, who comes to love poetry through a personal understanding of what different famous poems mean to him, surprises himself by writing his own inspired poem. Janeczko, P. (2005). A poke in the I: A collection of concrete poems. Cambridge, MA: Candlewick Press. Concrete poems startle and delight the eye and mind. The size and arrangement of words and letters can add or alter meaning — forming a poem that takes the shape of crows that fly off the page or becoming a balloon filled with rhyme, drifting away from outstretched hands. Here, in a single extraordinary volume, are thirty poems from some of the world's finest visual poets, including John Hollander, Emmett Williams, Maureen W. Armour, and Douglas Florian. Lewis, J. (2007). The brother’s war: Civil war voices in verse. Des Moines, IA: National Geographic Children’s Books. The wonderful wordplay of J. Patrick Lewis breathes new life into the speeches of Lincoln, the letters of Grant and Lee, and the moving human drama of our country's Civil War. Lewis' poignant poetry gives young readers a vivid insight into the brutal conflict that tore America apart. The author draws on primarysource books and articles to inspire each poem, bringing the ordinary and extraordinary voices of the Civil War to light. The book also includes a note from the Photo Editor on the authentic period images used throughout. Readers experience history directly as it was lived by Americans in the 1860s. • Realistic Fiction Bulion, L. (2008). The trouble with rules. Atlanta, GA: Peachtree Publishers. In this novel, Nadie is caught up in feelings and social situations that will seem real to kids her age. Ever since she entered the upper elementary school in fourth grade, it seems as though the rules have changed: boys and girls can't be friends—at least in public. Nadie and Nick have been neighbors and best friends forever, but now they have to hide their relationship to avoid being teased. On top of that, new girl Summer comes on the scene and causes more tension between the genders, as she becomes the class clown's nemesis as well as Nadie's pal. Dicamillo, K. (2000). Because of winn-dixie. Cambridge, MA: Candlewick Press. 21 Ten-year-old India Opal Buloni describes her first summer in the town of Naomi, Florida, and all the good things that happen to her because of her big ugly dog Winn-Dixie. Martin, A. (2005). Here today. New York, NY: Scholastic. In 1963, when her flamboyant mother abandons the family to pursue her dream of becoming an actress, eleven-year-old Ellie Dingman takes charge of her younger siblings, while also trying to deal with her outcast status in school and frightening acts of prejudice toward the "misfits" that live on her street. • Science Fiction Lowry, L. (1993). The giver. New York, NY: Houghton Mifflin Company. Given his lifetime assignment at the Ceremony of Twelve, Jonas becomes the receiver of memories shared by only one other in his community and discovers the terrible truth about the society in which he lives. Rex, A. (2007). The true meaning of smekday. New York, NY: Hyperion Books for Children. After the alien Boov invade the Earth, young Gratuity Tucci finds herself driving her mother's car to Florida, where all of the humans are being relocated, accompanied by her cat and a renegade extraterrestrial named J. Lo. Scieszka, J. (1991). The knights of the kitchen table. New York, NY: Penguin Group. When Joe, Fred, and Sam are sent back in time by a magic book, they find themselves face-to-face with giants, dragons, wizards, and the Knights of the Round Table. Annotated bibliography information was taken directly from www.amazon.com, www.librarything.com, www.dekalblibrary.org, and www.barnesandnoble.com. 22 Formats We chose a variety of formats for students to explore and use to complete this project. In doing this, we hope to address a variety of learning styles and allow for the differentiation of instruction to encourage those individuals who may need additional learning support. Our target school does not have an ESOL population or a formal special education program, but there is a population of students identified as needing extra support with learning. 1. ActivBoard Flip Chart - In order to introduce the reading promotion project to the students and teachers, we will use an ActivBoard flipchart to front load the information about genres and to pre-assess the student’s prior knowledge of genres. The presentation will be interactive and will explain the entire project. 2. Print Books - Students will be able to choose from an assortment of books representing various genres as suggestions. Example genres include: mystery, historical fiction, science fiction, poetry, folk tales, nonfiction, and myths. (An Annotated Bibliography is included to suggest specific titles that may be of interest to the students.) 3. Audiobooks - In addition to print books, we will provide audiobooks in selected titles representing various genres. This will encourage students who are auditory learners and will enable them to comprehend the context more clearly in this format. 4. TeacherTube – Students will watch various video clips of book trailers promoting books related to the list of genres giving them an opportunity to select other texts. Some examples include: www.teachertube.com/viewVideo.php?video_id=132548&title=Gary_Paulsen_Ha tchet www.teachertube.com/viewVideo.php?video_id=131621&title=The_Giver 5. Games and Trivia – Throughout the project the media specialist and the classroom teachers will support the project through classroom games and trivia to keep the students encouraged and motivated while completing the project. A few examples may include: Jeopardy to review the different genres, trivia question of the week relating to the selected texts on the ActivBoard (or a bulletin board), and “make your own” bingo. 6. Booktalks – The SLMS will sponsor booktalks for each genre to include more student interaction and discussion relating to the project. 7. Online Discussion Forums – Students will be encouraged to participate in monitored discussion forums linked to the media center web page. These 23 forums are password protected and will only be visible to the 4th/5th grade students, their classroom teachers, and the SLMS. There will be a forum for each genre, and students can review their books, comment on other student reviews and ask questions related to the project. Strategies to Promote Leisure Reading 1. Students will select their own books with guidance and support from the SLMS allowing them to pursue their interests in the genres. 2. The SLMS will model reading for pleasure by reading project-related books in front of the students and sharing her reading accomplishments by putting her picture on the genre map. 3. The students will be given sufficient time to become engaged in their books during SSR time in the media center. 4. The SLMS will showcase good books in genre booktalks with the class to help get the students excited about each genre. 5. Students will share their reading experiences through the online forum and their museum pieces with their peers, generating interest about their books and the genres in general. 24 Kim Platnick Personal Reading Philosophy I don’t remember learning to read, but I do remember the first time that I was transported by reading. I was in 2nd grade and my teacher, Miss Snell, recommended Island of the Blue Dolphins. My first novel. Just the sheer scope of it excited me. I remember where I sat in the school library when I first jumped into the story of Karana and her struggle to survive on her own. Her world couldn’t have been any different from my own. Could I be as clever and as brave as Karana? Yes! Well, maybe. And I was hooked. I explored other places, other worlds, and other times. Why did I read? Because it was fun. For the length of a book, I was someone else. And I loved it. But as I reflect on the topic as an adult, I realize that reading is so much more. It is through reading that you gain access to history, culture, and geography that may be otherwise beyond your reach. Reading gives you insight into the hopes and dreams of others whose experiences may or may not be similar to your own. Amy Tan said that, “When you read about the life of another person, you are part of their lives for that moment. This is so vital, especially today, when we have so much misunderstanding across cultures and even within our own communities”. When we read, we not only learn about others but also about ourselves. Reading can challenge and change us for the better. There are many reasons to read. You can pass the time, pass a class, or learn how to hook up your TIVO. But I believe that the best and truest reason to really read is to gain insight from the thoughts, experiences, and struggles of 25 others – even when they are fictional characters. By gaining that insight, you might learn about yourself and see your place in your world a little differently. I particularly love what Richard Peck had to say on the subject. He said, “I read because one life isn’t enough”. And I agree with him completely. Although it has been a while since I read Island of the Blue Dolphins, I still love children’s literature. Maybe that is no surprise given my latest career choice. It seems to me that there is so much more amazing children’s literature available now than ever before. In fact, so much is being written for children that keeping up with the latest and greatest can be tough. To stay current, I subscribe to professional journals, get email updates from organizations such as ALA and Hornbook, check the blogs, and talk to my students about what they read and what they love. However, my favorite way to stay current with the literature is to read! My two dearest students are my own children, and they love to see their mom reading the books that they like too. And I love modeling being a reader to all of my students. Dee Anna Rittenhouse Personal Reading Philosophy To read or not to read, that is the question? Of course “to read” is the correct answer to the question but more times than not I am at the other end of the question. Finding the time to read an entire novel is difficult for me. When I have the opportunity to read the most it is usually in the summer when I have more time. During the school year, I mostly read magazines, newspapers, 26 articles online, and reading with my daughter. I usually only have a short amount of time for extracurricular activities each day. If I ever stop to sit down and read, I always feel that there are more pressing items on the agenda. I feel guilty taking the time to afford myself this luxury when this is the case. I envy others who always seem to have the time to read and do read books on a regular basis. Nevertheless, I absolutely love to read and always have. I am going to make it a priority to carve out more time for myself to read. I know this will be especially important when I am a media specialist. Having been truthful about reading at this point in my life, I do wish to clarify that I have had a love of reading since I was very young. My elementary school experiences are still very vivid. I remember reading the Dick and Jane books when I was first learning to read with my parents. I felt so proud of myself. I loved going to the library and “shopping for a delicious book” each week, as my school librarian would always say. It encompassed all the excitement of a field trip only we stayed at our school. I was always so excited about the book that I “owned” for the week, and I treated it like a treasure. My mother always took us to the city library in the summers to do the reading program, and that was always an added treat. At Christmas time, we always received a children’s book series from Santa as a gift like the C.S. Lewis books or Little House on the Prairie. (Santa thought reading was very important too!) I can remember reading my very first Judy Blume book in 6th grade, Are You There God? It’s Me Margaret. I felt very mature and like I had finally arrived as a flourishing reader. From this time on through high school and college, I continued to be inspired and consumed by 27 reading. The teachers and professors that were excited about the literature we were reading in class are the ones I remember most like Tess of the d’Urbervilles and The Canterbury Tales. Today bookstores and libraries are still among my favorite places to visit. There is nothing like the smell of a new book. Books provide an escape to another place and the most powerful ones can completely transform your life. Once I became a mother, my personal reading shifted to dedicating all my time to exposing my daughter to reading. A full-time working mother has little time for anything especially hours of personal reading, so this is when my reading time became limited. I do not begrudge it though. Focusing on reading with my daughter has been a highlight of my life, and the biggest blessing is that now she is a second grader and reads very well. I began reading to her when I was pregnant with her, and I have continued every day since. I have no doubt that she will continue to grow as a reader and have a love for learning her entire life. Having the opportunity to read with your child, escape to great books and act them out, and then watch them delight in the fantasies that books provide is at the top of the list of rewarding experiences for parents. As a future media center specialist, I feel that it will be a principal focus of my job to motivate students to read and promote reading in every way possible. I plan to lead an active role in my school as instructional partner planning collaboratively with classroom teachers. I will join professional organizations and subscribe to professional journals to stay abreast of pertinent information in the field. Most of all, I want to help instill in my students a love for reading and the 28 desire to have a life long commitment to being an avid reader. Besides the adventures and rewards books can provide, being a successful reader will bring other triumphs in life in many ways. Without reading, life is very bleak. So, my philosophy in short is to choose to read every time and never let the other alternative be an option. Karen Wilson Personal Reading Philosophy I think when you are raised in a literate environment by parents who value reading and education, where a love for reading is fostered and upheld, it becomes inevitable that you are going to view reading as an important way of learning information and regard it as a means of enjoyment. I grew up in a household where books were plentiful, and we made frequent trips to the library. I saw my parents reading books, newspapers, manuals, and magazines. I can’t remember a time when reading was not a part of my life. This love for reading led me to the career that I have today and to this new path of School Library Media. Growing up in school I enjoyed reading books that I chose to read. I never liked the books that teachers required us to read. I always thought, “When I become a teacher, I’ll do things differently.” Today I am an advocate of student choice reading. I will not require my students to read books that I personally don’t enjoy. That’s why I turn to titles such as The Outsiders, Freak the Mighty, and The Giver, as the staples of my teaching tool box. These are books that I would choose to read in my personal life (and have) outside of the classroom 29 environment. I haven’t had a student complaint yet, and that’s saying something for 8th graders! Books are everywhere in my life, personal and professional, because they are a part of who I am. I have lists of books that all kinds of people, fellow colleagues, even my own students, have all recommended. I always have a pile of books littering my nightstand just waiting to be cracked open. Recently I asked a friend with whom I enjoy discussing reading if she had read a certain title. She hadn’t, but her next question was “How do you find time to read with your busy schedule?” My response was that I have to make reading a priority in my personal life. Reading is my “ME time.” Even though my job requires me to explore reading with my students, as an adult I read for pleasure because I simply enjoy it. Personally, reading is my favorite hobby, and it is a source of laughter and joy. It also brings up ethical and moral questions and makes me wonder about my thoughts and opinions like when I finished My Sister’s Keeper. I subscribe to countless magazines about women, style, and cooking. I read cookbooks and recipes to find out how to enjoy new foods and simplify my busy life. I read adolescent and young adult literature to be “up” and current on what my students are reading in their laps when they should be listening to me. It’s easy to make a connection with a student through reading when I’ve already read the book they just checked out of the library. They look at me with this newfound respect as if to say “You actually read?!” Reading to me also means learning. If I read, I can learn more information. 30 I can read about easy, five-ingredient recipes to make on the weekends while I’m reading about Information Technology or reading and grading my students’ grammar and vocabulary quizzes. I usually read the Sunday morning AJC, but I have recently had to cancel my subscription due to the exorbitant price. It makes me sad that I can’t afford to read the newspaper anymore. Reading it online is just not the same. I want the physical text in my hand. I want to turn the pages and do the crossword puzzle as well as my clip my coupons. My parents’ modeling of reading led to my desire to reading becoming my favorite hobby. They still read today. My dad’s interests have moved on to reading about how to improve his Harley Davidson, and my mom is now interested in Southern authors like Mary Kay Andrews. When my mother calls to tell me how excited she is that she found the book that she wanted at our very rural, local library, it’s a happy day. Reading still abounds in our family where the more you know, the better individual you can be. I truly believe that reading leads to enlightenment and discounts ignorance. During the school year I’m busy reading The Giver, Night, O’Henry short stories, and students’ persuasive and expository essays. Reading for myself is a luxury, but one that I am not willing to relinquish. I am constantly trying to teach my students that reading can take you many places and teach you many things. It took me out of my little rural town to worlds I could only imagine. Reading has led me to wonder about new beginnings and reflect on the past. I want my students to know that reading is the key to their future. It certainly was the key to mine. 31 Evaluation Rubric Maximum: 25 points Criterion All components included: []Cover Sheet []brief target school description: • • • • Unacceptable Acceptable Something is missing All components present, complete, and properly aligned with requirements [X]Materials in at least 3 formats to address the needs and interests of diverse readers and learners demographics MC learning environment school mission +/or goals dominant teaching approach of faculty []element that presents parameters of project or project outline []curricular objective(s) []research synthesis []reading list, in the form of an annotated bibliography []multiple formats x 3 (one per format) []leisure reading promotion strategies []1 rubric with group self-assessment (don't forget individual elements below) Value: 4 (does not duplicate values elsewhere) 1.2 Literacy and Reading: • • • • • • • Value: 6 knowledge of the reading process familiarity with reading material for children and youth current major trends in reading material multiple formats strategies to promote leisure reading personal enjoyment of reading lifelong habit promotion []Little or no evidence of knowledge of the reading process, or evidence is unconvincing [X]Evidence of knowledge of the reading process: including documented reading of theory, some reflection, and some application; concepts correctly represented and properly applied []Little evidence of familiarity with reading material for [X]Evidence of familiarity with reading children and youth material for children and youth: titles are appropriate for purpose; titles are explored []No current titles included in for their relationship to project purpose reading bibliography (this year and/or last) [X]Awareness of major trends in reading material for children and youth: current titles []Contains one or more errors included in professional knowledge [X]Variety of strategies to promote leisure reading: you plan to apply different strategies for different types of 32 readers/learners [X]Models personal enjoyment of reading (MS models own reading enjoyment directly to students) [X]Promotes habits of lifelong reading 1.4: Stimulating learning environment (relationships among facilities, programs, and environment that impact student learning) Little or no evidence of awareness of the impact of the climate of the library media environment on learning and [X]Clear identification of relationship(s) between this project and specific student learning objectives - project relates to specific learning objectives [X]Support of school mission and/or goals (this means that mission and/or goals of school must be identified) 3.3 Educational Leader (enhancement of school improvement efforts) Value: 2 2.1: Knowledge of learners and learning: supports the learning of all students, including those with diverse learning styles, abilities, and needs • • • Learner characteristics Learner motivation and interest Sound instructional design Value: 3 1.1: Efficient and ethical informationseeking behavior (personal information literacy of candidates; interaction with learning community to access, communicate, and interpret intellectual content) and 3.3 Educational leader: (current educational trends and issues) Style: APA 5th ed. []Little or no evidence of knowledge of learner characteristics, learning processes, or exceptionalities [X]Includes accommodation(s) for the major exceptional "sub-group(s)" in the school [X]Learning activities are instructionally sound []Link among student interest, learning, and achievement is [X]Includes proactive strategies for not established engaging student interests []Over-reliance upon extrinsic motivation or individual competition []Little or no evidence of the research process [X]Research indicates personal information literacy []Unaware of basic trends and [X]Research is adequate to support the issues in education project (10 sources minimum, or enough to cover the subject - whichever is more) []Problems with referencing or unethical use of intellectual [X]Research is appropriately synthesized property and packaged for the intended audience []Ignores or contradicts dominant educational approach in target school [X]Referencing is proper and complete including inline citations [X]Articulates relationship of SLM program with current educational trends and important issues Value: 6 [X]Incorporates or harmonizes with dominant educational approach in target school Mechanics: errors do not detract from effective communication. Format presentation and organization []Errors frequently interrupt evaluator's ability to absorb content []A few minor errors – Hopefully none.:) [X]Items meant for viewing by learners, coworkers, and parents are nearly perfect 33 []Elements to be viewed by the community have embarrassing or unprofessional errors Value: 2 [X]Organized; headings included and/or labels applied to required elements [X]Clear []Disorganized; hard to find required elements Individual elements: []Reading philosophy • • Vague or superficial Place of reading in personal life Personal habits connect to lifelong learning []Reflection • • group process (private) progress toward AASL competencies [X]Describes the place of reading in personal life [X]Connects personal reading habits to lifelong learning [X]Each group member reflects upon group process [X]Each group member reflects upon personal progress toward AASL competencies (Neither need to be lengthy) Value: 2 To be graded individually and privately Total Initials: DAR, KP, & KW – Group . Assessed Project 25
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