1. Library Work Sample Mary Kay Nielsen Olivet Nazarene University MLIS Cohort 8

2. 7 th Graders Room 112 Students: 16 boys and 11 girls Ethnicity: 25 Hispanic, 1 African American, 1 Arabic English Learners/Special Education: 0 students Majority of students at or below grade level for reading. Few pleasure readers/grade motivated (AR). Readers focus on earning points; text complexity, vocabulary, sentence structure, & concepts lost. Homes tend to be poor print environments.

3. Can you name that genre? Genre Study Objectives: Students will be able to: identify the characteristics of a variety of genres. read the book summaries from different genres and discuss the identifying characteristics of the genre. learn to speak confidently using academic language.

4. Standards College and Career Readiness Anchor Standards for Reading: CCRA.R.1 Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. CCRA.R.2 Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas. CCRA.R.10 Read and comprehend complex literary and informational texts independently and proficiently. CCRA.R.9Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.

5. Standards American Association of School Librarians 1.1.2 Use prior and background knowledge as context for new learning. 1.1.3 Develop and refine a range of questions to frame the search for new understanding. 1.4.2 Use interaction with and feedback from teachers and peers to guide own inquiry process. 2.1.2 Organize knowledge so that it is useful. 2.1.5 Collaborate with others to exchange ideas, develop new understandings, make decisions, and solve problems. 3.1.2 Participate and collaborate as members of a social and intellectual network of learners. 3.1.3 Use writing and speaking skills to communicate new understandings effectively. 4.1.5 Connect ideas to own interests and previous knowledge and experience. 4.2.2 Demonstrate motivation by seeking information to answer personal questions and interests, trying a variety of formats and genres, and displaying a willingness to go beyond academic requirements. 4.2.4 Show an appreciation for literature by electing to read for pleasure and expressing an interest in various literary genres. 4.1.1 Read, view, and listen for pleasure and personal growth.

6. DIVERGENT QUESTIONS: How might a fictional book look different from a nonfiction book? How might one identify the genre of a book? Where might one go for this information? Is it possible for a book to be considered as more than one genre? How could this occur? For example, when might a book that is considered realistic fiction become historical fiction? What other genre crossovers are possible?

7. Assessment Pre & Post 10 item quest with title and summary from Renaissance Learning (Accelerated Reader). Titles focused on the 2015 Caudill List. Reading resource teacher and public youth librarian assisted in the pulling of books. Genres tested: realistic fiction, historical fiction, fantasy, science fiction, autobiography, biography, poetry, nonfiction-history

9. The Lessons Pretest A good book needs _________ poster. (Different things students look for in a good book) Power Point Presentation: Lesson 1: Fiction vs. Nonfiction and Realistic Fiction vs. Historical Fiction Lesson 2: Fantasy vs. Science Fiction (pretest- most time needed) Lesson 3: Nonfiction-History, Autobiography vs. Biography, Poetry Book Talk: Teacher led discussion; students identifying characteristics, key phrases/words, and genre as a group. Student Talk: Groups/pairs look at books, read summaries, and identify genre through use of characteristics, key words, and phrases. Student Book Talk: Students share their own books that fit the genre being discussed.

10. MODIFICATIONS/ACCOMMODATIONS TO MEET THE DEVELOPMENTAL & INDIVIDUAL NEEDS OF DIVERSE LEARNERS: Students will be working either independently or in groups when necessary in the identification of the genre of the books. Groups are set up with peer tutors and peer translators who will help the Special Education (SpEd) and the English Learners (EL). The Genre Table handout will have accommodations made in the form of cloze passages for those students who require help in taking notes.

13. Low, middle, and high preforming students were identified by their NWEA/MAP Spring 2014 test score. On the post test, the high preforming student failed to answer one question.

14. Concerns After the pretest, I questioned whether the titles and summaries were too vague. During the lessons, we focused heavily on identifying key words and phrases. After the posttest, Question 6 was the only item that was consistently marked incorrectly. __________Slob: Picked on, overweight genius Owen tries to invent a television that can see the past to find out what happened the day his parents were killed. The plot contains mild profanity and violence, including bullying situations.

15. Conclusion Learning was evidenced in the improvement of the test scores. Goal was to have 80% of the students passing with a grade of 70% or better was exceeded. Students created a list of titles for future pleasure reading. We ignited a passion for reading the 2015 Caudill books.