Linking to Literacy @ your library TM

Presented by:

Dr. Barbara Erdman, UW-Eau Claire

Martha Rugotzke, Augusta School District

Jan Adams, CESA 10

WEMA Conference 2006

Grant Description

Improving Literacy Through School Libraries Who

• 3 districts = $138,139

What• collection development

• improved access through technology and TumbleBooks

• professional development

Professional Development

Support districts’ balanced literacy programs

attend workshops to build an understanding

Why the Focus on Literacy?

Professional literature

Standards Information and Technology Literacy Standards correlated to Reading and Literature Standards

AssessmentWisconsin Knowledge and Concepts Examination for reading

Supporting Reading Instruction in the IMC

Augusta Elementary School

Components of Balanced Literacy

Reading instruction which incorporates many reading strategies in order to meet the varying needs of all students,including:

literacy centers for independent practice reading aloud to childrenshared readingindependent reading

guided readingphonics instruction

Reggie Routman, Conversations: Strategies for Teaching, Learning, and Evaluating

How Can We Support Literacy Centers

Areas where students work alone with peers to explore language arts

Literature Centers

Overhead projector with transparencies on floor

Listening center

Poetry center

Computer center

Word game center

Rewrite center – take a story change an element

Storytelling / puppet theater center

“Reading is life” collectionclass lists (kids like seeing their names)environmental reading (cereal boxes, bags, menus)magazine pagessongs / rapswordless bookscharts/graphs tied to curriculumpicture dictionariesPledge of Allegiance

Source: Guided Reading: Management, Assignments and Instruction, Grades 1-3 workshop with Pat Pavelka

Rog, J. (2003). Guided reading basics: Organizing, managing, and implementing a balanced literacy program in K-3. Portland, ME: Stenhouse

Active Literacy Library

Seating in clusters to facilitate discussion 

Every available space is used for learning and teaching

display student work which honors thinking

charts on walls and tripods keep track of class activities

Students work with clipboards to be close to instructor

Literary Friends

Display a character in your IMC

Dear Friend,I enjoyed visiting your class. If you write me I will write you back.

Love, Cat in the Hat

have older students respond to children’s letters

Wordless Books

Beginning – Middle - Endtake a wordless book apart

laminate pages

reassemble

allow children to fill in the story / narrative with overhead marker

Pavelka, P. (2005). Guided Reading Management: Structure and organization for the classroom. Peterborough NH: Crystal Springs Books.

How Can We Support Read-Alouds

Interactive THINK-aloudsextend children’s knowledge of their world

active participation by students

reread familiar text to reinforce knowledge

model independent reading

great opportunity to collaborate with colleagues

Rog, J. (2003). Guided reading basics: Organizing, managing, and implementing a balanced literacy program in K-3. Portland, ME: Stenhouse

Think Alouds

Strategiesone or two sentence summary to set the context

discuss student’s prior knowledge

make connections

set a purpose for reading

invite predictions and revisit them while reading and after reading

introduce new vocabulary

AlphaboxesThe book and author_____________________________________________________________________

A B C D

E F G H

I J K L

M N O P

Q R S T

U V W XYZ

Rog, J. (2003). Guided reading basics: Organizing, managing, and implementing a balanced literacy program in K-3. Portland, ME: Stenhouse

Comprehension StrategiesMaking connections

text-to-self• how does the text relate to my experiences

text-to-text • how does this text relate to something else I have

read

text-to-world• how does the text relate to something going on in

the world or occurred in another time or perhaps will occur in the future

Questioning

Literal questions – the answer is in textstudents are reading the lines

Interpretive questions – students search and think about the answer

students are reading between the lines

Applied questions – students answer by using their experiences

students are reading beyond the lines

Guided reading workshop with Pat Pavelka

The Mitten

By Jan Brett

Pavelka, P. (1997). Making the connection: learning skills through literature (3-6). Peterborough, NH:

Crystal Springs Books.

Summarizing

Make a distinction between summarizing and retelling

• the tests do

use familiar stories

have students retell

combine statements to make a more general statement

Rog, J. (2003). Guided reading basics: Organizing, managing, and implementing a balanced literacy program in K-3. Portland, ME: Stenhouse

Summarizing Activity

Student’s generate a list:James’ parents got killed by a rhinoceros.

James went to live with Aunt Sponge and Aunt Spiker.

The aunts were mean and nasty.

They always made James work.

The aunts were ugly.

became:James’s parents got killed by a rhinoceros, and so he went to live with two mean, nasty, ugly aunts.

James and the Giant Peach

Pavelka, P. (1997). Making the connection: learning skills through literature (3-6). Peterborough, NH: Crystal Springs Books.

Retelling Strategy

Story souvenirsgive students a simple story memento to remind students to retell the story to their parents or siblings

parents are informed that this activity will help comprehension

Retelling FormTitle and author’s name_________________________________Your name____________________

Beginning

Ending

Pavelka, P. (1997). Making the connection: learning skills through literature (3-6). Peterborough, NH: Crystal Springs Books.

Retelling / Reporting Vests

young children decorate brown paper bag

wear vest to retell or report topic

Rog, J. (2003). Guided reading basics: Organizing, managing, and implementing a balanced literacy program in K-3. Portland, ME: Stenhouse.

If You Give a Mouse a Cookie

By Laura Joffe Numeroff

Pavelka, P. (2005). Guided Reading Management: Structure and organization for the classroom. Peterborough NH: Crystal

Springs Books.

rog

Rog, J. (2003). Guided reading basics: Organizing, managing, and implementing a balanced literacy program in K-3. Portland, ME: Stenhouse

Pavelka, P. (1997). Making the connection: learning skills through literature (3-6). Peterborough, NH: Crystal Springs Books.

How Can We Support Shared Reading

Learning to read by readingteacher demonstrates with large size text

• (questioning, referring to charts, captions, etc.)

active participation by students

use a wide variety of text

students read chorally as they become familiar with text

Rog, J. (2003). Guided reading basics: Organizing, managing, and implementing a balanced literacy program in K-3. Portland, ME: Stenhouse.

Book Discussions

Support your students by purchasing similar content books at different reading levelsTurn to talk

turn knee to knee to talk the book and listen politelyshoulder to shoulder (boys like better)

Package buddy readers2 or more copies for circulation to friends

Discussion Starterssomething you liked

your favorite part

something about the character

something about the setting

remind you of anything

this doesn’t make sense

agree / disagree with author

what is this book really about

what would you have done

Pavelka, P. (2005). Guided Reading Management: Structure and organization for the classroom. Peterborough NH: Crystal Springs Books.

How Can We Support Independent Reading

Select own text

Practice strategies

Develop fluency and staminatesting demands that students interact with text for @40 minutes, reading and answering questions

Build life-long reading habits

Independent Reading

Teach the 5-finger rule for selecting text

Use reading logsrecord thoughts, feelings, questions, illustrations and ideas about what they read, and relate the text to their own lives

From: Guided Reading Basics by Lori Jamison Rog

Creating Reflective Readers

Instead of book drop - STOPwhich books do they want to keep, why?

model thoughtful reading and reader

Vocabulary

Group is reading same text or contentstudents write down unfamiliar words on post it notes

categorize the words (many will be similar) and work on vocabulary

Vocabulary Bookmarks

Word (pg) Definition

Title/Author_________________________

Building Fluency

Choral reading – students and teacher read together

Echo reading – teacher reads students repeat

Rog, J. (2003). Guided reading basics: Organizing, managing, and implementing a balanced literacy program in K-3. Portland, ME: Stenhouse

Character’s Name and Trait

Character’s Name and Trait

Character’s Name and Trait

Evidence from StoryWhat a Character!

Pavelka, Patricia . Making the connection: learning skills through literature (3-6). Peterborough: Crystal Springs Books, 1997.

Character Traits

Haack, P. (1999) Using guided reading to help your students become better readers (grades 3-6). Bellevue, WA: Bureau of Education & Research. Source:

Double – Entry Journal

Idea/Text from Story My Connection

McLaughlin, M. & Allen, M. (2002). Guided comprehension: A teaching model for grades 3-8. Newark, DE: International Reading Association.

Topic_________________________________________________________________Questions Answers

Source Source

QuIP Research Grid

1.

2.

3.

McLaughlin, M. (2003). Guided comprehension in the primary grades. Newark, DE: International Reading Association.

Main Idea Table

Main idea

Supporting details

McLaughlin, M. (2003). Guided comprehension in the primary grades. Newark, DE: International Reading Association.

Bio-Pyramid____

Person’s Name

_____ _____

Two words describing the person

_____ _____ _____

Three words describing the person’s childhood

_____ _____ _____ _____

Four words indicating a problem the person had to overcome

_____ _____ _____ _____ _____

Five words stating one of his or her accomplishments

_____ _____ _____ ______ _____ _____

Six words stating a second accomplishment

______ _____ _____ _____ ______ _____ ______

Seven words stating a third accomplishment

______ ______ ______ ______ ______ ______ ______ ______

Eight words stating how mankind benefited from his or her accomplishments McLaughlin, M. & Allen, M. (2002). Guided comprehension: A teaching model for grades 3-8. Newark, DE: International Reading Association.

K - What I know or think I know

W – What I want to know

L – What I learned

K-W-L

Topic_______________________________

Could add a 4th column:

S- What I still want to know

McLaughlin, M. & Allen, M. (2002). Guided comprehension: A teaching model for grades 3-8. Newark, DE: International Reading Association.

FlipbooksFold and cut paper

sequencing (first, then, next, last)

summary

story elements

question words (who, what, where, why, when how)

main idea and supporting details

Pavelka, P. (2005). Guided Reading Management: Structure and organization for the classroom. Peterborough NH: Crystal Springs Books.

Summary Cube

Who, what, where, when, why, how

Title, characters, setting, problem, solution, theme

Topic, 3 subtopics with details, summary, illustration

Many other options…

McLaughlin, M. (2003). Guided comprehension in the primary grades. Newark, DE: International Reading Association.

Miscellaneous

Citing sources for very young childrenmake available sheet of labels for students to give credit to their neighbors for an idea

model the concept of giving credit

“I got this idea

from___________”

Source: Guided reading workshop with Pat Pavelka

Model Being a Reflective Reader

Make your learning transparent – model

Show – not just tell – how good readers read

This is what a “reader does” / “researcher does”

Talk about a reading life…

Thank you.