Reading & Literacy Project Cover Sheet: Element
Page Number
Brief Response
Team Member Names
----
Shannon Thompson & Katherine Krebs
Target School Description
3
elementary school (pre-K - 5th grades)
Demographics
3
750 students, 95% Caucasian, 5% other, 31 SPED students
Provide a highly effective, committed staff and resources needed to achieve high expectations.
School Mission or Goals
4
Provide a safe, clean, nurturing, and respectful environment.
Provide a rigorous and standards-based curriculum guided by data and research-based best instructional practices.
Develop a mutual respect for and partnership among all stakeholders.
Project Outline
Curricular Objectives Research Synthesis: 50 words
4-6
6-8
9 - 10
“Stuck on Reading Day” will include students building fluency by performing readers’ theaters, reading to a “buddy”, reading to a therapy dog. Students will also explore digital books with the Smart Boards and print books with “book talks.”
Reading fluency Reading comprehension Listening comprehension Writing-response to literature
Reading to an authentic audience and repeated readings for readers’ theater and buddy reading improves student reading fluency. Reading to a non-
judgmental reading therapy dog reduces anxiety and promotes a love of reading. Utilizing multiple formats of text engage students with different learning modalities. Research Synthesis: List of major authors/researcher s.
9 - 10
Dolores Ramrizez Verdugo, Isabel Alonso Belmonte, Steven Rinehart, Intermountain Therapy Animals, Dr. Richard Ferdig, Aisha Wood, Minchu Chen, Ellen Friedland, Kim Truesdell, Dr. Wiliam Glasser, Cory Hansen, Mary Jalongo, Kathy Klotz No. of citations: 25
Annotated Bibliography (books students will read)
Formats
10 - 18
4-6
These books were chosen because they fit into each of our formats. In addition, we chose recent titles and award-winning books when possible. 1. 2. 3. 4.
E-books readers’ theatre read-aloud print
Leisure Reading Promotion Strategies
How did you demonstrate your knowledge of reading process?
What trends in reading instruction are most relevant here? Differentiation strategies (for individuals and/or subgroups)
4-6
4-6
4-6
4-6
reading in various locations throughout the school reading with Munson, the dog silent time for independent reading variety of genres from which students can choose
activities planned allowing choices of media & audience, materials matching students’ reading level; opportunities to read in different situations and settings including independent reading, reading performances, buddy reading, and reading to the therapy dog—all providing “real” situations that will promote improved reader attitude and performance fluency practice to build comprehension, different approaches to appeal to all students various levels of books available to students, use of E-books, choice of roles during readers' theater, use of different formats to reach students with all learning styles
How does MS model personal enjoyment of reading? State the relationship between this project and the School Mission/Goals. List your strategy (or strategies) for engaging student interest.
5
4
4 -5
talking with students during assembly about her love of reading, reading to students, visiting classrooms to participate in other activities One of the goals at GSES is to follow a “standardsbased curriculum guided by data and research-based best instructional practices.” The activities in this project are based on standards and research-based instructional practices. kick-off assembly, readers' theater, having children read to a dog, e-Books, use of book-buddies, celebration at end of day
Description of School: Gum Springs Elementary School is the newest school in Jackson County and is home to 758 students. It is the first two-story elementary school in the county. Grades pre-K through second, the music room, the art room, and the gym are housed on the first floor. Grades three through five, the cafeteria, the office, and the media center are located on the upper level. The media center still has many empty shelves as the shelving was constructed to allow for significant growth in the coming years. Computer space was also constructed with growth in mind. There are currently ten computer stations, but there is room for twenty. One side of the media center is set up with tables that face a Smart Board for group instruction. There is a small reading area for students near the periodicals. The circulation desk and media specialist office are located at the front of the media center. There is a media production room that houses a copier, a risograph, die-cut, binder, work tables, and various other resources for teachers. There is also a media workroom that contains the laminator and an area for processing and repairing books. Finally, there is a conference room located in the media center.
The media center is staffed by a full-time media specialist and a full-time paraprofessional and operates under a flexible schedule. In addition to working on collaborative lessons with the media specialist, teachers can also sign up to bring students to the media center to check out books or for story time. Ninety-five percent of the students at Gum Springs Elementary School are Caucasian. The remaining 5% consists of Latino, African-American, Asian, and multiracial students. The free & reduced lunch count is not yet available, but it is expected to be close to 20%. There are 31 special education students that are currently served in collaborative classrooms (4 are Severe Developmental Delay, 8 are OHI, 16 are LD, 1 is EBD, and 1 is autistic). There are a total of 9 students that are moderate-severe; these students are served in two different classrooms, one serving students K – 3 and the other serving students 4 – 5. The mission for Gum Springs Elementary School is to provide and support challenging and rigorous educational opportunities to ensure academic excellence for all students in a safe and caring learning environment. Gum Springs Elementary School and the other schools in Jackson County follow a set of guiding principles, which can also be seen as goals for the school. The Jackson County School System is committed to:
Providing a highly effective, committed staff and resources needed to achieve high expectations.
Providing a safe, clean, nurturing, and respectful environment.
Providing a rigorous and standards-based curriculum guided by data and research-based best instructional practices.
Developing a mutual respect for and partnership among all stakeholders. There are several elements of the County Improvement Plan that have a direct
correlation to our reading promotion project. These include the following goals:
fifty percent of students will score a 3 or higher on the Reading portion of the CRCT
increase the percentage of special populations meeting or exceeding CRCT standards
Project Outline: Students and staff will participate in a day of reading called “Gum Springs is Stuck on Reading”. The goals of this program are: to promote interest in reading, to improve oral reading fluency, and to have a good time! Parents will be invited to participate and/or observe. All students, staff, and attending parents will participate in a school-wide assembly to start the day. Following the assembly, students will cycle through a variety of reading activities throughout the remainder of the day. A planning committee will come up with a schedule for each classroom. A printed rotation plan will be given to each classroom teacher. Students will read with book buddies, enjoy a read aloud in the Media Center, read with a reading therapy canine, watch and participate in performances of reader’s theatre, read e-Books via the Smart Board, listen to audio books, and have free time for leisure reading and book discussions. Throughout the day, the media specialist, principal, assistant principals, and other support staff will visit classrooms and participate in reading-related activities with students. At the end of the day, students and staff will participate in another school wide assembly to celebrate the successes of the day. Small awards (bookmarks and pencils) will be given to all students. Book Buddy reading has been shown to increase fluency and motivation with both beginning and intermediate readers. Through their research, Friedland and Truesdell (2004) found “two factors that appear to contribute to voluntary reading: self-selection of material and a partner with whom to read.” Beginning readers need positive experiences with reading, something reading with a book buddy can provide. Friedland and Truesdell (2004), through the implementation of book buddy reading with their students, found that “confidence increased and motivation to read improved.” Many classes at Gum Springs Elementary School begin Book Buddy reading programs at the beginning of the school year. Ideally, book buddies will meet
together throughout the year. One of the goals of including Book Buddy reading in the Stuck on Reading day is that teachers with little or no experience in buddy reading will decide to continue the program for the rest of the year. Students at Gum Springs Elementary School have an extra special reading buddy. Munson is a reading therapy dog that visits the school to offer an encouraging audience to students practicing their oral reading skills. “National studies have shown children benefit from reading out loud to therapy dogs.” (Nielsen, 2008) As educators, we must consider that our “challenge is to make the reading environment irresistible, the experience itself delightful and satisfying.” (Klotz, 2007) Students often worry about reading aloud. They are afraid of making mistakes and being corrected or criticized. Dogs, unlike people, “never, ever humiliate us” “They do not judge, criticize or belittle our efforts.” (Klotz, 2007) Munson provides motivation that some students appreciate as they practice a skill that might not always come easily. “Educators and librarians throughout the country and around the globe are bringing therapy dogs into education settings as a way to encourage children to practice reading aloud, anticipate reading sessions eagerly, build deeper understandings of reading material, and learn to associate highquality literature with enjoyment” (Jalongo, 2005) Reading is such an important skill for young students to not only acquire, but to master and maintain a positive outlook. Klotz (2007) observes that “something almost magical about the interactions that take place between children and animals, and it’s more than entertainment.” Munson is a positive influence on everyone one he encounters on his school outings. “They [dogs] can be ideal reading companions for many reasons: they listen attentively; they do not judge, laugh or criticize; they encourage relaxation and lower blood pressure; and reading to dogs is much less intimidating than asking kids to read to their peers.” (Klotz, 2007) He serves not only as reading buddy, but also as patient confidant and personal spirit lifter for both staff and students. Glasser (1988) states that humans have needs above those of just survival and reproduction. Humans need to belong and love, to gain power, to be free, and to have fun. All those needs contribute to the success of students reading with therapy animals.
Technology has introduced new formats for literacy instruction. The electronic storybooks that are available from the internet can be used to engage students explore books they might not have selected to read on their own. This digital media can also motivate students to try their own writing of stories using the digital format. This exposure to the link between reading and writing, as well as the opportunities for students to be exposed to multiple learning formats, makes electronic books an asset to children’s literacy experience. According to the NTTI website's information on electronic storybooks (2008), “for some reluctant readers, using the computer to read may provide the interest necessary to tackle reading tasks that might otherwise be looked on as chores. The interactive and multimedia elements of electronic storybooks are appealing to elementary age students, and most reading passages for readers at this stage are of a length that is well suited to electronic formats.” Along with reading to Munson, readers’ theater is one of the students’ favorite parts of Stuck on Reading Day. According to Prescott (2003), reader’s theater is effective not only in “building reading fluency,” but it can “also boost listening and speaking skills, enhance confidence, and transform reluctant readers into book lovers.” Reader’s theater is enjoyable for successful readers and struggling readers; it has the “ability to develop interpersonal, social, and collaborative skills — particularly among struggling students.” (Prescott, 2003) A website has been created (http://stuckonreading.blogspot.com/) with information regarding the Stuck on Reading Day for parents, students, and staff.
Relevant Curricular Objectives: Each grade level has:
• a fluency expectation that will be addressed in the readers’ theater, book buddy, and reading with the therapy reading dog portions of the day.
• a listening, speaking, viewing expectation that will be addressed by listening to the buddy reading, viewing the readers’ theater, and by viewing the ebooks.
• a comprehension expectation that will be addressed throughout all the activities of the “Stuck on Reading Day” as students are exposed to books being read by others, read independently, and shared electronically. Fourth and fifth grade writing expectations can be addressed by having students respond to the readings in their journals or by posting blog entries to “Messages with Munson” (munsonkrebs.blogspot.com) - the blog for the reading therapy dog. ELAKR1 - Reading: The student demonstrates knowledge of concepts of print. ELAKLSV1 - Listening, Speaking, & Viewing: The student uses oral and visual skills to communicate. ELAKR4 - Reading: The student demonstrates the ability to read orally with speed, accuracy, and expression. ELAKR6 - Reading: The student gains meaning from orally presented text. ELA1R4 - Reading: The student demonstrates the ability to read orally with speed. accuracy, and expression. ELA1R6 - Reading: The student uses a variety of strategies to understand and gain meaning from grade-level text. ELA1LSV1 - Listening, Speaking & Viewing: The student uses oral and visual strategies to communicate ELA2R2 - Reading: The student demonstrates the ability to read orally with speed, accuracy, and expression. ELA2R4 - Reading: The student uses a variety of strategies to gain meaning from grade-level text. ELA2LSV1 - Listening, Speaking, & Viewing: The student uses oral and visual strategies to communicate. ELA3R1 - Reading: The student demonstrates the ability to read orally with speed, accuracy, and expression. ELA3R3 - Reading: The student uses a variety of strategies to gain meaning from grade-level text.
ELA3LSV1 - Listening, Speaking & Viewing: The student uses oral and visual strategies to communicate. ELA4R1 - Reading: The student demonstrates comprehension and shows evidence of a warranted and responsible explanation of a variety of literary and informational texts. ELA4R2 - Reading: The student consistently reads at least twenty-five books or book equivalents (approximately 1,000,000 words) each year. The quality and complexity of the materials to be read are illustrated in the sample reading list. 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. ELA4R4 - Reading: The student reads aloud, accurately (in the range of 95%), familiar material in a variety of genres of the quality and complexity illustrated in the sample reading list, in a way that makes meaning clear to listeners. ELA4LSV1 - Listening, Speaking & Viewing: The student participates in student -toteacher, student-to-student, and group verbal interactions. ELA4LSV2 - Listening, Speaking & Viewing: The student listens to and views various forms of text and media in order to gather and share information, persuade others, and express and understand ideas. ELA4W1 - Writing: The student produces writing that establishes an appropriate organizational structure, sets a context and engages the reader, maintains a coherent focus throughout, and signals a satisfying closure. ELA5R1 - Reading: The student demonstrates comprehension and shows evidence of a warranted and responsible explanation of a variety of literary and informational texts. ELA5R2 - Reading: The student consistently reads at least twenty-five books or book equivalents (approximately 1,000,000 words) each year. The quality and complexity of the materials to be read are illustrated in the sample reading list. The materials should include traditional and contemporary literature (both fiction and non-fiction) 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. ELA5R4 - Reading: The student reads aloud, accurately (in the range of 95%), familiar material in a variety of genres of the quality and complexity illustrated in the sample reading list, in a way that makes meaning clear to listeners.
ELA5LSV1 - Listening, Speaking, & Viewing: The student participates in student -toteacher, student-to-student, and group verbal interactions. ELA5W1 - Writing: The student produces writing that establishes an appropriate organizational structure, sets a context and engages the reader, maintains a coherent focus throughout, and signals a satisfying closure.
Supporting Research:[tech tip] Chen, M., Ferdig, R., & Wood, A. (2008). Understanding technology-enhanced storybooks and their roles in teaching and learning: An investigation of electronic storybooks in education. Literacy and Technology, 3, Retrieved October 13, 2008, from http://www.literacyandtechnology.org/volume3/chenferdigwood.pdf. Electronic Storybooks. Retrieved October 14, 2008, from http://www.thirteen.org/edonline/ntti/iia/p1_nav4.html Friedland, E., & Truesdell, K. (2004). Kids reading together: Ensuring the success of a buddy reading program. Questia, 58. Retrieved from http://www.questia.com/googleScholar.qst?docId=5007430031 Glasser, W. (1988). Choice theory in the classroom. New York, NY: Harper Collins. Hansen, C. C. (2008). Observing technology enhanced literacy learning. Contemporary Issues in Technology and Teacher Education, 8(2). Retrieved from http://www.citejournal.org/vol8/iss2/languagearts/article1.cfm Jalongo, M. (2005). 'What are all these dogs doing at school?": Using therapy dogs to promote children's reading practice. Childhood Education. Retrieved October 14, 2008, from http://findarticles.com/p/articles/mi_qa3614/is_200504/ai_n13498667 Klotz, K. (2007). Reading to dogs...a "pawsitive" experience. Parents' Choice, Retrieved October 13, 2008, from http://www.parents-choice.org/print_article.cfm? art_id=175&the_page=reading_list Mott, M. (2002). Canine companions may help kids learn to read. National Geographic News. Retrieved from: http://news.nationalgeographic.com/news/2002/10/1001_021001_READdogs.html NEA's Read Across America. Retrieved October 14, 2008, from the National Education Association Web site: http://www.nea.org/readacross/index.html
Nielsen, J. (2008, September 16). Dog jack listens to young readers. Herald Tribune. Retrieved from http://www.heraldtribune.com/article/20080916/ARTICLE/809160315/1/newssitemap Prescott, J. (2003). The power of readers’ theater. Scholastic Instructor. Retrieved from http://teacher.scholastic.com/products/instructor/readerstheater.htm Rinehart, S. D. (1999). "Don't think for a minute that i’m getting up there": Opportunities for readers' theater in a tutorial for children with reading problems. Reading Psychology, 20 (1). Retrieved via Galileo. Verdugo, D.R., & Belmonte, I.A. (2007). Using digital stories to improve listening comprehension with spanish young learners of english. Language Learning & Technology, 11, Retrieved October 14, 2008, from http://llt.msu.edu/vol11num1/ramirez/default.html.
Formats Used: e-Books, theater, print, read-aloud
Annotated Bibliography: Barchers, S. I., & Ruscoe, M. (2008). Against all odds: Readers theatre for grades 3 – 8.
Westport: Teacher Ideas Press. The scripts in this book are about public figures from both modern times and the past. It is written on and 2nd and 3rd grade reading level, but can be used with struggling readers in upper grades. This book will be used for readers theatre in grades 2, 3, 4, and 5.
Bridwell, N. (2007). Clifford and his friends. New York: Scholastic. This two-in-one book tells the story of Clifford’s Pals learning about the dangers of playing at a construction sight, and Clifford’s Class Trip tells about visiting the aquarium. Clifford the Big Red Dog is his usual lovable self as he and his friends have valuable experiences to which young readers can relate. This would be a perfect companion after students have view and explored some of the Clifford electronic books on the Scholastic website.
Calvani, M. (2008). Crash! Salem: Guardian Angel Publishing. Coming up with a new name for his puppy is a challenge for Marcelo. This book follows some of the responsibilities of owning a pet and the desire of one boy to find the perfect name for his new friend. This story would be excellent for a student to read aloud to the therapy dog.
Cannon, J. (1993). Stellaluna. New York: Scholastic. This is the story of a fruit bat that becomes separated from her mother one night and ends up being adopted by a bird family. The story illustrates some of the differences between bats and birds and also shows the value of individuality. This book is one that is shared electronically on the Screen Actors’ Guild Storyline Online website.
Carlstrom, N.W. (1990). Grandpappy. Boston: LittleinBrown. Nate visits his grandfather Maine for part of the summer and enjoys the everyday wonders of the coastal life. Though never mentioned in the text, the beautiful golden retriever accompanies Nate and Grandpappy on all their adventures and adds an element to the book that will appeal to children. This story would be excellent for a student to read aloud to the therapy dog.
Chen, Z. (2004). Guji guji. La Jolla: Kane/Miller. A baby crocodile ends up becoming a member of a duck family. Even after other crocodiles try to convince Guji Guji that he should be eating ducks, not calling them family, Guji Guji protects his duck family and shows that differences in a family can be beneficial. This book is one that is shared electronically on the Screen Actors’ Guild Storyline Online website.
Chichester Clark, E. (2006). Melrose and croc a christmas to remember. New York: Walker & Co. Melrose and Croc are in the city during the holidays. Both are lonely and hoping to find some Christmas cheer. They form an unlikely friendship and enjoy the holiday time together. This story would be excellent for a student to read aloud to the therapy dog.
Cuyler, M. (2008). Hooray for reading day. New York: Simon & Schuster.
Jessica is worried about performing a readers’ theater for the school Fredericks, A. D. (2007). Nonfiction readers theatre for beginning readers. Reading Day since she stumbles and stutters when she reads aloud. She Westport: Teacher Ideas Press. practices reading to her dog, Wiggles, and discovers that it’s easy to Thisread booktoisher home twenty-six readers’ theatre scripts coveringwith a wide pet.toAfter building her confidence by practicing rangeWiggles, of subjects, including animals, space, history, Jessica does a plants, wonderful job with theelectricity, performance on ecology, personal friendship, and the law. will be used for to Reading Day. health, This book would be perfect for It introducing students readers’ theatre in 2, and 3. the benefits to grades reading1,with a reading therapy dog.
Hooper, M. (2000). Dogs’ night. Brookfield: Millbrook Press Four dogs create a huge sensation when after their annual night out of their original paintings, they accidentally crawl into the wrong artwork. This book is set in London’s National Gallery and includes information about the original masterpieces to introduce students to fine art in a humorous, kid-friendly manner. This story would be excellent for a student to read aloud to the therapy dog. Hughes, D.P. (2007) The one sea. London: SeaSquirt Publications. This book tells the story of some of the most fascinating creatures of the sea. Each animal is described in beautiful, lyrical prose. The electronic version of this book would be perfect to share with a class as either a teacher read aloud or as a readers’ theater performance.
Jennings, C. A. (2005). Theatre for young audiences: Twenty great plays for children. New
York: St. Martin's Griffin. This book is home to a collection of short plays aimed at nine and tenyear-olds. They are based on folk-tales from cultures across the globe
and have topics that cover tolerance, war and peace, and coming-of-age. Johnson, C. (1998). Harold and the purple crayon. New York: Harper Collins. This and bookthe will be used for readers’ theatre grades 4 andIt5.is an Harold Purple Crayon is a book aboutinimagination. interesting story, accompanied by simple, but delightful illustrations. This book will be used for book buddy reading.
Laden, N. (1994). The night I followed the dog. San Francisco: Chronicle
Books.
A boy thinks his dog is just a regular, ordinary dog until he sees him getting out of a limo on morning. The boy decides to follow his dog on the next night and see what sort of adventures he dog really has while the rest of the family is sleeping. This story would be excellent for a student to read aloud to the therapy dog.
Leaf, M. (1977). The story of ferdinand. New York: Penguin Group. Ferdinand is a bull who enjoys taking it easy and enjoying the simple things life has to offer. One day he has an unfortunate run-in with a bumblebee that shakes things up a bit. This book will be used for book buddy reading.
Lobel, A. (1970). Frog and toad are friends. New York: Harper Collins. This story of friendship between two amphibians is both silly and warming. This book is home to five short stories. In addition to great reading, this book also has wonderful illustrations. It will be used for book buddy reading.
McGeorge, C.W. (2005). Boomer’s big surprise. San Francisco: Chronicle.
Boomer is confused when a new puppy become his younger “sibling”. Boomer experiences many of the same feelings that a child would experience when a new baby enters the family. Boomer is able to see that having a baby can be pretty exciting and enjoyable. This story would be excellent for a student to read aloud to the therapy dog. Martin, J. M. (2002). Twelve fabulously funny fairy tale plays. New York: Instructor Books. This book contains funny twists on familiar childhood fairy tales. It will be used for readers’ theatre in grades 3, 4, and 5.
Miller, S.S. (2000). Three more stories you can read to your dog. Boston: Houghton Mifflin. There are three stories written from a dog’s point of view, about things that would interest dogs. There are adventures involving going to the vet, taking a bath, and meeting a turtle. This story would be excellent for a student to read aloud to the therapy dog.
Osofsky, A. (1992). My buddy. New York: Henry Holt. This first person story, told by a young wheelchair-bound boy with muscular dystrophy, shows a different relationship between animals and people. Buddy is the specially trained golden retriever that helps the boy live his life doing many of the things other kids do like go to school. This story would be excellent for a student to read aloud to the therapy dog.
Pilkey, D. (1993). Dogzilla. New York: Harcourt. The terrible Dogzilla terrorizes the mice of Mouseopolis during their barbeque cook-off with his terrible doggie breath. This story would be excellent for a student to read aloud to the therapy dog. This story would be excellent for a student to read aloud to the therapy dog.
Rosen, M.J. (2002). With a dog like that, a kid like me--. New York: Puffin The book shows the power of a boys imagination when helped by his dog. The dog becomes the integral component of each of the boy’s adventures. The boy’s attitude that with the help of his canine friend he can truly be anything he wants to be comes through with each new adventure. This story would be excellent for a student to read aloud to the therapy dog.
Sendak, M. (1988). Where the wild things are. New York: Harper Collins. Where the Wild Things Are is a great book about imagination. The illustrations are classic. This book will be used for book buddy reading.
Silverstein, S. (1999). The giving tree. New York: Harper Collins. This tale of a little boy and a tree is a sad one, but its lesson is open to interpretation. This book will be used for book buddy reading.
Stevens, J. (1999). My big dog. New York: Golden Books. Merl the cat has the perfect life, until a rowdy puppy comes home and disrupts his life, while seeming to grow bigger every day. Merl tries everything he can to resume his peaceful life. This story is told from the point of view of one very unhappy feline. This story would be excellent for a student to read aloud to the therapy dog. Weller, F.W. (1990). Riptide. New York: Philomel Books. Riptide is Zach’s sea-loving dog. When a real riptide occurs on the Cape Code coast, Rip becomes a hero by being a lifeguard. This story would be excellent for a student to read aloud to the therapy dog.
Online Resources : http://www.storylineonline.net/ Storyline Online is presented by the Screen Actors’ Guild and features different actors reading favorite storybooks. There is the option to have captions on or off and there are links to activities that go with the stories.
http//biguniverse.com
Big Universe is a website that contains digital storybooks and non-fiction books. There is no audio with these books but there is an option to create your own digital storybook using clipart that is available on the site or importing your own pictures. This new book can then be “published” on the site for others to read. www.tumblebooks.com unlimited access including remote access…Story Books, Language Learning (with Spanish & French), TumbleReadables (classics for older students) Audio Books, puzzles and games, teacher guides and lesson plans
www.aaronshep.com/rt Aaron Shepard’s free information on successfully using readers’ theater in the classroom with many scripts to print and use.
Katherine’s Reading Philosophy:
R Reflection on my life. Reading allows connections to past experiences and dreams, often hidden after many years. Reading encourages self-examination by relating to characters and stories.
E
Essential as breathing. Eyes seek text and meaning everywhere. Cereal boxes, professional books, posters, road signs, textbooks, closed caption on the T.V.
A Addicted to books. Buy them at yard sales, thrift stores, book clubs. Classroom library over 1,500 books
D Dog. My research, especially my own action research, has opened my eyes to the power an animal can bring to a child, especially a struggling child seeking approval. Reading therapy dogs have a power to motivate and encourage readers.
I
Imagination escape. Can go anywhere, real or fantasy; anytime, past, future, or present. Meet new people, live out adventures, be beautiful (or evil), be happy, scared, driven
N Never bored. Reading can pass time and give solace and calm or it can engage my mind when I choose. Books can go with me anywhere. I strive to teach my own children and my students that a book will always be a way to stimulate and occupy your mind.
G
Graphic novels are the newest form of books that I’ve begun to explore. Students are highly motivated by them and Diary of a Wimpy Kid is one of the funniest books I’ve ever read.
Shannon’s Reading Philosophy: Reading has a lot of competition these days. There are video games, cell phones, ipods, the internet, and who could forget – the TV. I don’t think reading is heading toward becoming a lost art, but the challenges for teachers striving to instill a love of reading in children are growing. Reading for pleasure is in danger of being replaced by the aforementioned distractions. Reading for information is a skill in which many students are woefully uneducated. I don’t claim to know the answer to these challenges, but I imagine it involves energy, creativity, determination, and a wide array of voices available for read-alouds. I’ve always loved reading; I imagine the same is true for all of my peers in the SLM program. It is our job to illustrate the joys of reading and help our students appreciate what a powerful medium the printed word can be. When I ask myself why I so enjoy reading, I find that it comes down to learning. A reader is always learning, whether it is learning about a place, a skill, the past,
human nature, or the English language. Sometimes, when I read I find myself falling in love with the way the writer arranged a handful of words into a clever phrase. Sometimes I laugh. Sometimes I cry. Sometimes I’m inspired to think about something I’ve read for days on end. How could one not love that? But then, many children don’t enjoy reading. I think part of the problem starts at home, at a very early age. I know that I had some reading skills when I first entered school. Many children enter school with no reading ability, whatsoever. Perhaps they enter school, not just steps behind other students, but with a gap that can’t be bridged? Does having little or no exposure to reading during those formative years before school starts damn a student to a lifetime of difficulty with reading? Even if that is not the case, playing catch-up is never fun. Deciphering words and working to gain meaning from a sentence drains any possible enjoyment from a text. Students who struggle to read rarely find reading fun. I don’t blame them. I don’t enjoy reading textbooks on physics. I imagine it’s a similar feeling. I believe that one of a teacher’s most important responsibilities is to do everything in his power to instill a love of reading in all of his students. Does any teacher have a 100% success rate? Even if the teacher reaches one student, that might be a student who otherwise would have slipped through the cracks. Reading is a gateway to such incredible learning; what more could a teacher ask for than a student who will continue to learn for the rest of her life … and love doing so all the way?
Rubric: Criterion All components included: [x ]Cover Sheet [x]brief target school description: demographics MC learning environment school mission +/or
Unacceptable Something is missing
Acceptable 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
goals [x ]element that presents parameters of project or project outline [x ]curricular objective(s) [x ]research synthesis [x ]reading annotated bibliography [x ]multiple formats x 3 (one per format) [x ]leisure reading promotion strategies [x ]1 rubric with group self-assessment (don't forget individual elements below) Value: 4 (does not duplicate values elsewhere) 1.2 Literacy and Reading: 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 Value: 6
[ ]Little or no evidence of knowledge of the reading process, or evidence is unconvincing [ ]Little evidence of familiarity with reading material for children and youth [ ]No current titles included in reading bibliography (this year and/or last)
[x ]Evidence of knowledge of the reading process: including documented reading of theory, some reflection, and some application; concepts correctly represented and properly applied [x ]Evidence of familiarity with reading material for children and youth: titles are appropriate for purpose; titles are explored for their relationship to project purpose [x ]Awareness of major trends in reading material for children and youth: current titles included
[ ]Contains one or more errors in professional knowledge [x ]Variety of strategies to promote leisure reading: you plan to apply different strategies for different types of readers/learners
[x ]Models personal enjoyment of reading (MS models own reading enjoyment directly to students)
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 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
[ ]Little or no evidence of knowledge of learner characteristics, learning processes, or exceptionalities [ ]Link among student interest, learning, and achievement is not established
[x ]Promotes habits of lifelong reading [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)
[x ]Includes accommodation(s) for the major exceptional "sub-group(s)" in the school [x ]Learning activities are instructionally sound [x ]Includes proactive strategies for engaging student interests
[ ]Over-reliance upon extrinsic motivation or individual competition
[ ]Little or no evidence [x ]Research indicates personal of the research process information literacy [ ]Unaware of basic trends and issues in education
[x ]Research is adequate to support the project (10 sources minimum, or enough to cover the subject -
learning community to access, communicate, [ ]Problems with and interpret referencing or intellectual content) unethical use of intellectual property and [ ]Ignores or 3.3 Educational contradicts dominant leader: (current educational approach educational trends in target school and issues) Style: APA 5th ed. Value: 6 Mechanics: errors do not detract from effective communication.
[ ]Errors frequently interrupt evaluator's ability to absorb content
Format presentation and organization
[ ]Elements to be viewed by the community have embarrassing or unprofessional errors
Value: 2
Individual elements: [x ]Reading philosophy Place of reading in personal life Personal habits connect to lifelong learning [ ]Reflection group process (private) progress toward AASL competencies (Neither need to be lengthy)
[ ]Disorganized; hard to find required elements Vague or superficial
whichever is more) [x ]Research is appropriately synthesized and packaged for the intended audience [x ]Referencing is proper and complete - including inline citations [x ]Articulates relationship of SLM program with current educational trends and important issues [-.1] [x ]Incorporates or harmonizes with dominant educational approach in target school [ ]A few minor errors [x ]Items meant for viewing by learners, co-workers, and parents are nearly perfect [x ]Organized; headings included and/or labels applied to required elements [x ]Clear
[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
Value: 2 To be graded individually and privately Total
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