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Author studies allow readers to form mentor relationships with authors, enter the world of books, and develop critical thinking skills. This format includes mini-lessons, investigations, and sharing meetings to create a literacy community around authors. It emphasizes creating a literate environment, extending student opportunities, and considering various aspects in author/illustrator selection.
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Author Studies AssignmentThe WhyThe WhatThe Howand Grading Criteria
Why Author Studies? Allows readers to form mentor relationships with authors Allows entry to the world of authors and books Allows for a wide range of strategies, requires a high level thinking for detecting patterns, comparing and contrasting, making inferences, evaluating Entry into a literacy community with a shared base of experiences
Suggested Format • Mini-Lessons (short, focused and allow a variety of responses) (10 minutes) • ⌘Planting the seeds that invite exploration • Focus on: authors strength in creating characters, settings and the research needed to create them, author’s life and the content of the books, strategies used to make mind pictures etc. • Investigations (20-35 minutes) • ⌘ Investigating the focus issue by reading, writing, talking and listening (small or whole groups) • ⌘Teacher observation for individual instruction, teacher conferences • Share Meetings (10-15 minutes) • ⌘Sharing discoveries
The Literate Environment Creating an Author Study Center Collection of Books Collection of Author Information -Book Jackets, Publisher Information, Posters, Special Books about the Author, Access to computer with Author Websites and online opportunities for kids to review books Student Writing Opportunities and Artifacts -Literature Cyberlessons on an Author’s Book -Scavenger Hunts of Author site and other related site -Online opportunities to read and write an author book review -Online opportunities to respond to others via a blog -Class Reading Response Attribute Charts • Author study notebooks and a space for writing • Lists of book that have been read • Student Book Reviews and Artwork in Response to Author books Extending the Literate Environment -Cross grade reading/writing buddies-Sharing Author Study Presentations with another class-Home School Connections
Choosing and Author/Illustrator Consider: Student Interests Student Reading and Writing Needs Multicultural and Gender Considerations Author/Illustrator Literacy and Visual Artistry Curriculum mandates, content areas, state and professional standards
Other Considerations in Author/Illustrator Selections Social/Emotional Aspects Access to Authors
Scholastic Graphic Organizer Printouts for Comprehension http://www2.scholastic.com/browse/article.jsp?id=2983 PDF document: Mentor Text Information Linda Hoyts Matrix of Mentor Texts for teaching Comprehension during Read Alouds: http://www.interactivereadalouds.com/samples.aspx What to focus on in the primary grades when Reading Like a Writer: Reading Like a Writer Primary Grades Ideas for Author Study: Sample Unit http://www.sasked.gov.sk.ca/docs/mla/authstud.html Lessons connected to NCTE/IRA standards, great interactive resources for author learning center or Literature Cyberlesson: http://www.readwritethink.org/ Other Resources
OBJECTIVES/PURPOSES • Articulates skills and strategies/performance objectives to be addressed. • Study stemmed from proposal • Activities are tied to appropriate standards on grid. • NCTE/IRA Standards, • RDG DEPT. PROGRAM STANDARDS • CONTENT STANDARDS Science Frameworks OR Math Frameworks OR Social Studies Frameworks (Where applicable)
CHECKLIST FOR ACTIVITIES GRID • Opportunities for student collaboration in varying grouping formats, • 2) Activities that are engaging and build on multiple ways of learning, and personal background experiences • 3)An opportunity for student inquiry, • 4) Include opportunities for differentiation • 5) Is there a multicultural component? critical literacy component? • 6) A variety of print and nonprint resources, • Integration of Reading, Writing, Listening, Speaking, Viewing and Visually Representing • 8) Opportunities for students to read/write in your selected content area of focus. • 9) Opportunities for students to cross from one media to another in their study of this unit- i.e. moving from one genre to another, from one media to another literacy to music, to art, to movement, to drama. • 10) Integrates new literacies and technology
ASSESMENT COMPONENTS • Rubric Development for activities: Demonstrates specific desired outcomes. • Please develop a rubric that focuses on learning objectives/strategies for • three of the lessons on your template. Your Cyberlesson is not included in the • count. • ANNOTATED BIBLIOGRAPHY • five related books are summarized with bibliographic inf. • personal responses to books • description of how the book will be used to support unit • FINAL REFLECTION • narrative including: • Brief overview of unit and previous history, if any • Convincing explanation of how it fits in curriculum and to intended audience • Discussion of anticipated benefits and challenges • Ah-ha’s in the development of the project • What did we know about the Author and his/her books?
