WelcomeWelcome Use Think-Pair Share with shoulder Use Think-Pair Share with shoulder

partner to discuss “Comprehension partner to discuss “Comprehension Development with Nonfiction Text”Development with Nonfiction Text”

What did you learn? What can you What did you learn? What can you use? use?

Developing a Classroom Developing a Classroom LibraryLibrary

(Ganske, Strickland) “Types of books and how they are (Ganske, Strickland) “Types of books and how they are made available makes a difference.” made available makes a difference.”

Maybe need books which are different from the school Maybe need books which are different from the school library or for instruction.library or for instruction.

(Worthy, Moorman, Turner, 1999, “What Johnny Likes to (Worthy, Moorman, Turner, 1999, “What Johnny Likes to Read is Hard to Find in School”): 6Read is Hard to Find in School”): 6thth graders wanted ‘scary graders wanted ‘scary books as 1books as 1stst choice’ and ‘comic books as 2 choice’ and ‘comic books as 2ndnd choice’. choice’.

Recommend using a interest survey early in the year and Recommend using a interest survey early in the year and then checking for information on these periodically and then checking for information on these periodically and updating the survey mid-year as well. updating the survey mid-year as well.

Interest surveys could form book clubs based on topic, Interest surveys could form book clubs based on topic, genre’’’Mystery Book Club” or “Nature Science Book Club”, genre’’’Mystery Book Club” or “Nature Science Book Club”, etc.etc.

Ganske asks, “Do students who struggle with book selection Ganske asks, “Do students who struggle with book selection less aware of their own interests than others in the class?”less aware of their own interests than others in the class?”

Classroom LibraryClassroom Library

Personally helping child find the “perfect book” is important, honoring Personally helping child find the “perfect book” is important, honoring their interests, etc. their interests, etc.

Take into account wide range of students’ reading ability. (Make Take into account wide range of students’ reading ability. (Make certain classrooms of your students have appropriate level texts in certain classrooms of your students have appropriate level texts in the class libraries!) the class libraries!)

Include levels from the weakest readers’ independent level to the Include levels from the weakest readers’ independent level to the strongest readers’ instructional level.strongest readers’ instructional level.

How to fund libraries: Scholastic, etc. points, PTA annual book fair, How to fund libraries: Scholastic, etc. points, PTA annual book fair, birthday book club, gift certificates & presents, yard sales, borrowing birthday book club, gift certificates & presents, yard sales, borrowing from school/public library for particular study. from school/public library for particular study.

Make class library part of routine: book talks, read alouds form Make class library part of routine: book talks, read alouds form library, think alouds from library, class job to set it up as a bookstore library, think alouds from library, class job to set it up as a bookstore with covers showing, “favorites” and “you have to read this” basket, with covers showing, “favorites” and “you have to read this” basket, etc.etc.

End independent reading time with a share session (as in R5!) End independent reading time with a share session (as in R5!) Books can serve as models, provide background information, to help Books can serve as models, provide background information, to help

when doing writers’ conferences, (Ganske suggests even looking at when doing writers’ conferences, (Ganske suggests even looking at books for teaching paragraphing, punctuating, using dialogue, etc. books for teaching paragraphing, punctuating, using dialogue, etc.

Include series books and several titles by the same author; series Include series books and several titles by the same author; series books ranked highly in Worthy, Moorman and Turner, 1999’s survey books ranked highly in Worthy, Moorman and Turner, 1999’s survey for fourth and fifth grade low achieving readers. for fourth and fifth grade low achieving readers.

Student ChoiceStudent Choice

Gambrell (1996) & Graves (1994) found Gambrell (1996) & Graves (1994) found that choice is a motivating factor for that choice is a motivating factor for readers.readers.

Students can have choices within Students can have choices within opportunities such as sustained silent opportunities such as sustained silent reading, literature circles, writing reading, literature circles, writing workshop, fluency-building work, etc. workshop, fluency-building work, etc.

But some students cannot select a book or But some students cannot select a book or topic….teachers are concerned and supply topic….teachers are concerned and supply the book or topic. the book or topic.

It may work or not!It may work or not! Maybe we need to teach students HOW to Maybe we need to teach students HOW to

make choices. make choices.

Literature Selections to Literature Selections to Motivate Struggling ReadersMotivate Struggling Readers

““light ” is okay; Regie Routman says it is, light ” is okay; Regie Routman says it is, “essential for turning our struggling readers “essential for turning our struggling readers into competent readers”into competent readers”

Comic books, magazines, picture books, lots Comic books, magazines, picture books, lots of illustrations – appeal because are more of illustrations – appeal because are more manageable at firstmanageable at first

Series books – great appeal; characters, Series books – great appeal; characters, setting, format, content & writing style are setting, format, content & writing style are similar; students have background similar; students have background knowledge and comfortable; students knowledge and comfortable; students increase their fluency and can focus on increase their fluency and can focus on comprehensioncomprehension

Regie Routman’s Questions for Regie Routman’s Questions for Building Class LibrariesBuilding Class Libraries

When you walk into classroom, does the library or book nook jump out at you? When you walk into classroom, does the library or book nook jump out at you? Does library include variety of genres and literary forms, poetry, picture books, Does library include variety of genres and literary forms, poetry, picture books,

informational books, mysteries, fantasy, popular series, or does it mostly have fiction informational books, mysteries, fantasy, popular series, or does it mostly have fiction and textbooks?and textbooks?

Are most of the books by well known children’s authors, or are they part of a program Are most of the books by well known children’s authors, or are they part of a program that has been created by a leveled book publisher? that has been created by a leveled book publisher?

Do you have current books that accurately and aesthetically portray other cultures or Do you have current books that accurately and aesthetically portray other cultures or is your collection homogeneous and dated? is your collection homogeneous and dated?

Can children find books in which their language and culture appear, or are they Can children find books in which their language and culture appear, or are they unlikely to “see themselves” in the collection? unlikely to “see themselves” in the collection?

Have students been involved in the selection and organization, or have you made all Have students been involved in the selection and organization, or have you made all the decisions about design, how books are grouped, and what reading materials to the decisions about design, how books are grouped, and what reading materials to include? include?

Can struggling readers easily find books they can and want to read, or do they spend Can struggling readers easily find books they can and want to read, or do they spend most of their independent reading time searching for books? most of their independent reading time searching for books?

Do you and your students rotate, change and add to the collection based on Do you and your students rotate, change and add to the collection based on changing needs, interests and curriculum, or is your collection static? changing needs, interests and curriculum, or is your collection static?

Most of all, is the library a place children love to go to seek and find wonderful Most of all, is the library a place children love to go to seek and find wonderful reading materials, or is it rarely used appendage to the classroomreading materials, or is it rarely used appendage to the classroom

Teaching ChoicesTeaching Choices Know interests of struggling readersKnow interests of struggling readers Help by giving them ‘5 finger rule’ or now ‘2 or 3 finger Help by giving them ‘5 finger rule’ or now ‘2 or 3 finger

rule’ for book selectionrule’ for book selection Help struggling writers with topics (from Donald Graves)Help struggling writers with topics (from Donald Graves)

--Draw large + sign on overhead transparency--Draw large + sign on overhead transparency--Teacher begins to think aloud about possible writing topic; --Teacher begins to think aloud about possible writing topic; make bulleted notes of important ideas in one of the four make bulleted notes of important ideas in one of the four quartersquarters

--consider a second possible topic and go through the same --consider a second possible topic and go through the same steps; continue in the other quarters of papersteps; continue in the other quarters of paper--Then do similarly with a partner--Then do similarly with a partner--students talk with their partner about writing topics & --students talk with their partner about writing topics & switch speakersswitch speakers--Graves suggests giving about 15 minutes to talk about --Graves suggests giving about 15 minutes to talk about topicstopics

**Alternative: have students individually brainstorm for topics **Alternative: have students individually brainstorm for topics before meeting with a partner; Ganske said students before meeting with a partner; Ganske said students showed enthusiasm for one topic and spent more time showed enthusiasm for one topic and spent more time talking about it. talking about it.

Motivating Aspects of Literary Motivating Aspects of Literary Environment for Struggling Environment for Struggling

ReadersReaders

Helpful for struggling readers and writers to be part Helpful for struggling readers and writers to be part of classrooms where library is important---much book of classrooms where library is important---much book talks, think alouds, read alouds, etc. are motivating. talks, think alouds, read alouds, etc. are motivating.

Need ready access to booksNeed ready access to books Teach students to select books – range of genres, Teach students to select books – range of genres,

authors topics. Enhance with social interaction and authors topics. Enhance with social interaction and sharing and students learn from what peers are doingsharing and students learn from what peers are doing

Students are more motivated to read the more they Students are more motivated to read the more they know about booksknow about books

That’s good because we want children to read and That’s good because we want children to read and write more! write more!

More Ideas to MotivateMore Ideas to Motivate Students don’t gravitate to leveled collections, so Students don’t gravitate to leveled collections, so

let them choose from “rich & varied assortment”; let them choose from “rich & varied assortment”; pay attention to student interests pay attention to student interests

Include lots of nonfiction! Enjoy nonfiction Include lots of nonfiction! Enjoy nonfiction magazines: magazines: Time for Kids, National Geographic Time for Kids, National Geographic for Kids, Sports Illustrated for Kidsfor Kids, Sports Illustrated for Kids

Show children book reviews (from Post, Times) Show children book reviews (from Post, Times) and have them create their “Top 10 List”and have them create their “Top 10 List”

Summer Reading Program – research on children Summer Reading Program – research on children losing three months of reading growth if they do losing three months of reading growth if they do not read! not read!

Children should be reading independently when Children should be reading independently when teachers are meeting with small groups (like R5 teachers are meeting with small groups (like R5 with reading record, teaching occurs during with reading record, teaching occurs during conference, teacher and student set goals, conference, teacher and student set goals, student reads “just right books”, etc. student reads “just right books”, etc.

Text SetsText Sets

““Sets of related books centering around one topic” Sets of related books centering around one topic” (Blachowicz, Ogle)(Blachowicz, Ogle)

Example from a third grade teacher for a unit on the “sea”Example from a third grade teacher for a unit on the “sea”----Rescue of the Stranded Whales Rescue of the Stranded Whales (Mallory & Conley, 1989) (Mallory & Conley, 1989) interest level 7-9interest level 7-9----Whales: The Gentle GiantsWhales: The Gentle Giants (Milton, 1989) interest level 6-8 (Milton, 1989) interest level 6-8----IslandIsland (Bender, 1989) interest level 8-10 (Bender, 1989) interest level 8-10

Example from sixth grade level on theme of “survival” in Example from sixth grade level on theme of “survival” in nature: nature: ----HachetHachet (Paulsen) (Paulsen)----Call It Courage Call It Courage (Sperry)(Sperry)

Students selected book for literature circle; also chose Students selected book for literature circle; also chose reference books for personal inquiry projects—informational reference books for personal inquiry projects—informational books, magazine articles, other print reference. Students books, magazine articles, other print reference. Students brought in video of ending of Iditarod race; other child brought in video of ending of Iditarod race; other child brought poetry of the Northwest; another girl brought in brought poetry of the Northwest; another girl brought in illustrated volumes on survival novels. illustrated volumes on survival novels.

(Examples from Blachowicz, Ogle) (Examples from Blachowicz, Ogle)

Multicultural LiteratureMulticultural Literature

When evaluating children’s books, important to When evaluating children’s books, important to consider cultural perspective of author; approach consider cultural perspective of author; approach is considered in field of multicultural literature. is considered in field of multicultural literature.

Multicultural Literature includes:Multicultural Literature includes: World literature (literature from nonwestern countries World literature (literature from nonwestern countries

outside the USA)outside the USA) Cross cultural literature (literature about relations Cross cultural literature (literature about relations

between cultural groups or by authors writing about a between cultural groups or by authors writing about a cultural group other than their own)cultural group other than their own)

Minority literature or literature from parallel cultures Minority literature or literature from parallel cultures (literature written by members of a parallel culture that (literature written by members of a parallel culture that represents their unique experiences as members of that represents their unique experiences as members of that culture.) (Mingshui Cai and Rudine Sims Bishop, culture.) (Mingshui Cai and Rudine Sims Bishop, “Multicultural Literature for Children: Towards “Multicultural Literature for Children: Towards Clarification of the Concept”, 1994). Clarification of the Concept”, 1994).

Multicultural Literature, Multicultural Literature, con’t.con’t.

Children should find themselves reflected in the Children should find themselves reflected in the literature readliterature read

First three years of this century, Newbery Awards First three years of this century, Newbery Awards went to an African American (Christopher Paul Curtis went to an African American (Christopher Paul Curtis for for Bud not BuddyBud not Buddy and Linda Sue Park for and Linda Sue Park for A Single A Single Shard).Shard).

Less luck with stories about people with disabilities—Less luck with stories about people with disabilities—not enough quality about diversity (Charlotte Huck)not enough quality about diversity (Charlotte Huck) Joey PigzaJoey Pigza, (, (Jack Gantos) is about a boy with attention deficit Jack Gantos) is about a boy with attention deficit

hyperactivity disorderhyperactivity disorder Deaf Child CrossingDeaf Child Crossing (Marlee Martin) is story of two friends, (Marlee Martin) is story of two friends,

one who is deaf; more on friendship than on problems with one who is deaf; more on friendship than on problems with being deaf. being deaf.

Evaluating Multicultural Evaluating Multicultural LiteratureLiterature

(from Charlotte Huck)(from Charlotte Huck)

Diversity and range of representation Diversity and range of representation (Have to show wide range of representation of that group; (Have to show wide range of representation of that group;

move away from stereotypes) move away from stereotypes) **Move away from Stereotyping (show varieties in that **Move away from Stereotyping (show varieties in that

culture)culture)**Language considerations (no unacceptable terms; consider **Language considerations (no unacceptable terms; consider

how use of dialect depicts a people; children need to learn how use of dialect depicts a people; children need to learn that, “no one language is superior to another”)that, “no one language is superior to another”)

**Perspective of the book – does the book truly represent the **Perspective of the book – does the book truly represent the group’s experience? group’s experience?

Important to provide books about many cultures for all Important to provide books about many cultures for all children! children!

State of Multicultural State of Multicultural LiteratureLiterature

At end of 20At end of 20thth century, finally an acknowledgement that century, finally an acknowledgement that children have many faces, cultures, etc. but books published children have many faces, cultures, etc. but books published do not nearly represent the diversity in our populationdo not nearly represent the diversity in our population

Small presses (Children’s Book Press, Lee&Low, Carolrhonda) Small presses (Children’s Book Press, Lee&Low, Carolrhonda) are committed to publishing multicultural literature. are committed to publishing multicultural literature.

Cai: “We must read multicultural literature that concentrates Cai: “We must read multicultural literature that concentrates on oppressed groups, especially ethnic groups. “To see the on oppressed groups, especially ethnic groups. “To see the commonality among cultures is important, but to study commonality among cultures is important, but to study differences is equally important.” (from “Multiple Definitions differences is equally important.” (from “Multiple Definitions of Multicultural Literature”, 1998) of Multicultural Literature”, 1998)

Hade: We must, “read all literature from a multicultural Hade: We must, “read all literature from a multicultural stance, “one that seeks to understand how race, class and stance, “one that seeks to understand how race, class and gender mean in a story”. (From “Reading Multiculturally”, gender mean in a story”. (From “Reading Multiculturally”, 1997)1997)

Renewed understanding of international literature: Gloria Renewed understanding of international literature: Gloria Whelan’s story Whelan’s story Homeless BirdHomeless Bird set in India; Kazumi Yumoto’s set in India; Kazumi Yumoto’s The FriendsThe Friends, etc., etc.

Question about whether cultural and ethnic factors are related Question about whether cultural and ethnic factors are related to reading interests. . . . Some librarians and teachers think so, to reading interests. . . . Some librarians and teachers think so, but not enough research yet. but not enough research yet.

Access to Appropriate BooksAccess to Appropriate Books

““Many, many elementary students are Many, many elementary students are confronted daily by texts that are too confronted daily by texts that are too complex for optimal learning”….what can we complex for optimal learning”….what can we do? do?

Running record check to determine text level; Running record check to determine text level; quick check with 100-word boxesquick check with 100-word boxes

Take into account text difficulty: content, Take into account text difficulty: content, sentence complexity, text structure, language sentence complexity, text structure, language and literary features, vocabulary, book and and literary features, vocabulary, book and print features, themes and ideasprint features, themes and ideas

Audio TextsAudio Texts

Free federal service for children with reading goals Free federal service for children with reading goals on their IEPs: through Access Services at Public on their IEPs: through Access Services at Public LibrariesLibraries

Recording for Blind and Dyslexic (private, non-profit) Recording for Blind and Dyslexic (private, non-profit) – focuses on books children need for classroom – focuses on books children need for classroom reading. reading.

Recorded books an accommodation; “bridge” to Recorded books an accommodation; “bridge” to content being covered in schools; content being covered in schools;

Multisensory learning – increases fluency by reading Multisensory learning – increases fluency by reading along with the text; auditory learning exposes along with the text; auditory learning exposes students to expressive language. students to expressive language.

Johns Hopkins research shows 38% increase in Johns Hopkins research shows 38% increase in subject contenct acquisition among high school subject contenct acquisition among high school students who used audio books from RB&Dstudents who used audio books from RB&D

HandwritingHandwriting

Renewed interest with Steve Graham’s researchRenewed interest with Steve Graham’s research Handwriting is more important than ever: “when Handwriting is more important than ever: “when

children taught how to do it, they are also being children taught how to do it, they are also being taught how to learn and how to express taught how to learn and how to express themselves. themselves.

Fluidity and speed importantFluidity and speed important From K – grade 4, students think and write at the From K – grade 4, students think and write at the

same timesame time If they struggle on how to produce letters, then If they struggle on how to produce letters, then

ability to express selves suffersability to express selves suffers Peverly (Columbia Teacher’s College) says that, Peverly (Columbia Teacher’s College) says that,

“measures of speed among elementary schol “measures of speed among elementary schol students are good predictors of the quality and students are good predictors of the quality and quantity of their writing in middle school.” quantity of their writing in middle school.”

Handwriting Without Tears Program….Handwriting Without Tears Program….

Beginning Reader Instructional Beginning Reader Instructional StrategyStrategy

Beginning readers have concept of Beginning readers have concept of wordword

May assess alphabet knowledge, May assess alphabet knowledge, letter identification, letter productionletter identification, letter production

Letter-sound awareness through Letter-sound awareness through picture sorting and spellingpicture sorting and spelling

Word identification – through word list Word identification – through word list reading and concept of wordreading and concept of word

Beginning Reader Instructional Beginning Reader Instructional PlanPlan

Very comparable to plan in Early Steps article; also to Very comparable to plan in Early Steps article; also to Velluntino & Scanlon’s “interactive strategies” with struggling Velluntino & Scanlon’s “interactive strategies” with struggling first grade readers – their tutoring model first grade readers – their tutoring model

Lesson StructureLesson Structure**5 minutes of rereading familiar texts (purpose is building **5 minutes of rereading familiar texts (purpose is building

automaticity in word recognition) automaticity in word recognition) **5 minutes of phonological skills instruction – part of the lesson **5 minutes of phonological skills instruction – part of the lesson

progresses from alphabet recognition, phonemic awareness, progresses from alphabet recognition, phonemic awareness, phonics, word families, phonics, word families, spelling phonics, word families, phonics, word families, spelling patternspatterns

**10 minutes of reading new text (matched to instructional **10 minutes of reading new text (matched to instructional level) before reading: short story introduction; during level) before reading: short story introduction; during reading/teacher intervenes to prime background reading/teacher intervenes to prime background knowledge/encourage strategic instruction; after reading knowledge/encourage strategic instruction; after reading child did short response or evaluationchild did short response or evaluation

**5 minutes of high frequency words in isolation; **5 minutes of high frequency words in isolation; **5 minutes of writing: either spelling a list of related words, **5 minutes of writing: either spelling a list of related words,

dictating a story for the teacher to model writing and spelling dictating a story for the teacher to model writing and spelling or eventually writing a sentence. or eventually writing a sentence.

Exemplary ClassesExemplary Classes

If 90 minutes were devoted to reading If 90 minutes were devoted to reading and writing a 4and writing a 4thth grader who reads very grader who reads very slowly – at the 2slowly – at the 2ndnd grade level – could grade level – could complete a novel like Stone Fox every complete a novel like Stone Fox every week (Allington). That would leave 40 week (Allington). That would leave 40 minutes for writing, discussion or minutes for writing, discussion or vocabulary work – far more if some of vocabulary work – far more if some of this work were integrated into science, this work were integrated into science, social studies, etc. social studies, etc.

Exemplary InstructionExemplary Instruction Three to four weeks of effective, full day literacy Three to four weeks of effective, full day literacy

instruction would allow the average student to instruction would allow the average student to gain an average year of academic growth (K. gain an average year of academic growth (K. Haycock)Haycock)

Highest achieving classrooms (even as early as Highest achieving classrooms (even as early as grade 1) read 70% of the time or responded to grade 1) read 70% of the time or responded to what they read including that time.what they read including that time.

Georgia is phasing in its new standard for the Georgia is phasing in its new standard for the same number of books—25 per year across all same number of books—25 per year across all subjects in grades 6-12. subjects in grades 6-12.

Reading and writing activities should focus on Reading and writing activities should focus on interpretation, argument, analysis and teach interpretation, argument, analysis and teach these skills explicitly and routinely – teachers these skills explicitly and routinely – teachers model & demonstrate useful strategiesmodel & demonstrate useful strategies

**Our time must match our priorities. **Our time must match our priorities.

Exit ticketExit ticket

What did you learn today that you: What did you learn today that you: …….did not know before.did not know before ……..want to incorporate with your ..want to incorporate with your

studentsstudents