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For the Love of Books Teacher & Librarian Collaboration. Eldorado High School PLC-Reading Matters Heather Dahl, Dorene Kahl , Randee Ensor, Adrienne Royce Professional Learning Communities. At Eldorado, PLC Groups are arranged by department

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For the Love of Books Teacher & Librarian Collaboration

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For the love of books teacher librarian collaboration

For the Love of BooksTeacher & Librarian Collaboration

Eldorado High School

PLC-Reading Matters

Heather Dahl, DoreneKahl, Randee Ensor, Adrienne Royce

Professional learning communities

Professional Learning Communities

At Eldorado, PLC Groups are arranged by department

Language Arts sub-group at EHS, for some time, embraced FVR (or IR)- so this became a study group in the Language Arts department

  • We meet one day each week for 50-90 minutes

  • We share recent readings of new YA fiction and nonfiction

  • We share professional research about IR.

  • Discuss popular reading

  • Share student work related to IR

  • Create assessment rubrics (text to self, text to text, text to world)

Plc common assessment

PLC- Common Assessment

The Reading Matters PLC group endeavors to create life-long learners and critical thinkers through free and voluntary reading, offered in classes a minimum of two times each week, throughout the school year. Assessment includes reading logs and writing activities, a minimum of once each six weeks, to guide students to approach reading with critical thinking strategies of text to self (September through December 2009), text to text (January and February 2010), and text to world (March, April, May 2010).

Sample common assessment rubric

Sample Common Assessment Rubric

Text to Text Rubric

4 3 2 1

Independent reading

Independent Reading

Dorene Kahl, Language Arts Teacher

Reasons for Independent Reading

How EHS became an IR/ FVR School!!

And the research says independent reading in the classroom

And the research says….Independent Reading in the Classroom

Atwell, Nancie. The Reading Zone. NY: Scholastic, 2007.

Atwell, Nancie. “Myths of Independent Reading.” In Teachers College Record. Dec 2009.

Cullinan, Bernice E. “Independent Reading and School Achievement.” In "Assessment of the Role of School and Public Libraries in Support of Educational Reform." Westat Inc., 1998-2000.

Gallagher, Kelly. Readicide. Portland, Me: Stenhouse Publishers, 2009.

Gallagher, Kelly. “Reversing Readicide.” In Educational Leadership. Vol 67, No 6, March 2010.

Gatto, John. A Different Kind of Teacher. Berkeley Hills Publishing, 2000. (79-82).

Holt, John. “How Teachers Make Children Hate Reading.” In The Under-Achieving School, 1967

Krashen, Stephen. “81 Generalizations about Free Voluntary Reading.” In Children and Adolescents Special Interest Group of the International Association of Teachers of English as a Foreign Language, Jan 2009.

Krashen, Stephen. “Free Voluntary Reading: New Research, Applications, and Controversies.” Presented at Pan-Asian Conference, Vladivostok, Russia, June 24, 2004.

McQuillan, Jeff. The Literacy Crisis: False Claims, Real Solutions. Portsmouth, NH: Heinemann, 1998.

Miller, Donalyn. “Becoming a Classroom of Readers.” In Educational Leadership. Vol 67, No 6, March 2010.

Newkirk, Thomas. “The Case for Slow Reading.” In Educational Leadership. Vol 67, No 6, March 2010.

Newkirk, Thomas. Holding On To Good Ideas In A Time Of Bad Ones: Six Literacy Principles Worth Fighting For. Portsmouth NH: Heinemann, 2009.

Wolk, Stephen. “Is Your Reading List a Little Outdated?” In The Phi Delta Kappan. April 2010.

Creating interest in books

Creating Interest in Books

Randee Ensor

Powerful passage

Powerful Passage

Classroom Application

“After a few weeks of IR and answering questions in the IR Log (text to text, text to self, or text to world), it is time to share and discuss what you feel is a powerful passage to the class!”

Teacher models by reading an extended passage from their own selection

Teacher Models by Reading an Extended Passage from Their Own Selection

  • Applicable to all ages, various settings

  • Example: Dante’s Inferno--- generates interest!

Power passages

Power Passages

Defined as: those excerpts which you as an individual find particularly compelling and WANT TO TALK ABOUT

Adaptation of socratic seminar

Adaptation of Socratic Seminar

  • World Connection Question

  • Close Ended Question

  • Open Ended Question

  • Universal Themes

  • Literary Analysis

Teacher selections examples

Teacher Selections (examples)

  • Jemez Springs by Rudolpho Anaya

  • Pride and Prejudice and Zombies by Jane Austen and Seth Grahame-Smith

  • Spanking Shakespeare by Jake Wizner

  • Wolf Totem by Jiang Rong

  • Fool by Christopher Moore

  • Ines of My Soul

Student selections

Student Selections

  • Look at My Ugly Face by Sara Halprin

  • The Time Traveler’s Wife by Audrey Niffenegger

  • Catch-22 by Joseph Heller

  • How to Rebuild GM LS-Series Engines

  • Midnight’s Children by Salman Rushdie

  • When the Wind Blows by James Patterson

  • And the Twilight addicts (move away from the Twilight  )

Helping all kids become book lovers

Helping all kids become book lovers

Adrienne Royce

Language Arts Teacher

Eldorado High School

Identifying poor readers

Identifying Poor Readers

  • Rist (1970) points out that “ A young readers journey through school is essentially preordained by day eight of kindergarten”

  • Allington and Cunningham list four basic factors of student risk: family poverty, parental educational attainment, gender, and perceived immaturity.

Breaking the cycle

Breaking the Cycle

Frustrations stem from:

  • “Assigned Choice”

  • Too Much Decoding

  • Too Little Comprehension

  • Ineffectual Student-Teacher Connections

  • Boredom

  • Limited Prior Knowledge

  • Letting Students Choose What to Read

Activating prior knowledge

Activating Prior Knowledge

Connecting the Known to the New

  • Text-to-self connection

  • Text-to-text connection

  • Text-to-world connection

Wilhelm 1997 ten dimensions of response

Wilhelm (1997) Ten “Dimensions of Response

  • Students use these responses as they create, experience, and respond to literary worlds

  • Three categories

    • Evocative

    • Connective

    • Reflective

Evocative dimensions

Evocative Dimensions

  • Entering the Story World

  • Showing Interest in the Story

  • Relating to Characters

  • Seeing the Story World

Connective dimensions

Connective Dimensions

  • Elaborating on the Story World

  • Connecting Literature to Life

Reflective dimensions

Reflective Dimensions

  • Considering Significance

  • Recognizing Literary Conventions

  • Recognizing Reading as a Transaction

  • Evaluating an Author, and the Self as Reader

Role of librarian

Role of Librarian

  • Keep meeting minutes and be a record keeper

  • Collect common assessments and assist with grading

  • Facilitate Book Reading Choices– Preview books for teachers, new book display for students

  • Maintain communication and organization- BLOG

  • Be on top of new YA and books: as publishing becomes more immediate and widespread in different formats, the librarian must be appraised to make good recommendations.

Supporting a reading community easy if blessed with willing teachers

Supporting a Reading Community (easy if blessed with willing teachers)

  • 91 Preview books added to library- with 187 total circulations

  • Teacher Recommendations/ Conversations Matter! Enjoy talking about books and ideas.

  • Circulated 4,500 fiction books this year (27% of all circulations)

Our top circulated PLC books:

The OtherworldliesKogler- 13

The Forest of Hands & Teeth Ryan- 10-

Jessica’s Guide to Dating on the Dark SideFantaskey- 10

Catching Fire Collins- 10

Highway to Hell Clement-Moore- 10

Bog Child Dowd-8

The Anatomy of WingsFoxlee- 7

Absolutely Maybe Yee-6

Alive in the Killing FieldsKeat- 4

Questions comments before book talks

Questions? Comments?(before book talks)

Book talks

Book Talks!!

Annotated List on Blog

Enjoy as We Share our Favorites

Come touch the books!

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