Presentation on theme: "More Than Just a Book Review Library Time and the Secondary Student Colleen Koch and Kendel Lively"— Presentation transcript:
More Than Just a Book Review Library Time and the Secondary Student Colleen Koch and Kendel Lively
High School Kids Need Library Time Too Obstacles Rationale for overcoming obstacles How to move forward: collaboration between the English teacher and the library
STOP! Why has Sustained Silent Reading or Free Choice Reading Programs fallen out of vogue? Why don’t middle and high school students regularly have library time?
Common Complaints Against Sustained Silent Reading Time in the curriculum Follow-up headaches Too many “pretty projects” Increase in grading What if the kids don’t read? Access to books the students will want to read
High School Library Time Not on a set schedule like in Elementary Schools Not expected or common in high school High School Library used in many ways and not always accessible
Proceed with Caution Why is it important to encourage kids to read through programs like SSR? Is the use of limited instructional time for library visits and SSR justified? How to move forward: Collaborating to get kids reading!
Support/Data for SSR SSR helps students do better on reading tests (Gallagher and Krashen) SSR aids students in vocabulary acquisition in and out of the classroom (Gallagher and Krashen) SSR provides many students with their only chance to develop a recreational reading habit- and research shows that students who read recreationally are better readers. (Gallagher and Krashen) Anecdotal evidence
So when can teachers find reading time in the classroom? Set a routine – “Every Monday, we will read for 30 minutes.” As a “bell-ringer” each block After students finish work After test time – use it to relax! During writing workshop/writing conference time When the class gets interrupted Last 5-10 minutes of class after your “wrap up” (especially helpful during a block class!)
SOLs that support the use of independent reading in the classroom 9 th and 10 th Grade: 9.3 The student will apply knowledge of word origins, derivations, and figurative language to extend vocabulary development in authentic texts. f. Extend general and specialized vocabulary through speaking, reading and writing. 9.4 The student will read, comprehend and analyze a variety of literary texts including narratives, narrative nonfiction, poetry, and drama. l. Make predictions, inferences, draw conclusions, and connect prior knowledge to support reading comprehension. m. Use reading strategies to monitor comprehension throughout the reading process.
SOLs cont’d 11 th Grade: 11.3 The student will apply knowledge of word origins, derivations, and figurative language to extend vocabulary development in authentic texts. f. Extend general and specialized vocabulary through speaking, reading, and writing The student will read, comprehend, and analyze relationships among American literature, history, and culture. k. General and respond logically to literal, inferential, evaluative, synthesizing, and critical thinking questions before, during, and after reading texts.
SOLs cont’d 12 th Grade 12.3 The student will apply knowledge of word origins, derivations, and figurative language to extend vocabulary development in authentic texts. e. Expand general and specialized vocabulary through speaking, reading, and writing.
GO! Moving forward with Library- Content Area Collaboration How do we get kids into the library? How do we get books out of the library? How do we follow up with SSR?
How do we get kids in the library Scheduled Library Time – 3 Week Schedule – 5 students on a Pass Method Mobile library when room is closed Library website- open 24-7 Lunch in the Student art on display
How do we get books out of the library Purchase the books the kids want to read – Research – Keep up with series – Add new books throughout the year – Book request form Displays Booktalks Genre Tables Book Trailers Student Reviews in Destiny Summer Reading Program tied to Virginia Readers Choice ENTHUSIAM about reading
Can’t Miss List for the Girls Summer series Jenny Han How to Save a Life Sara Zarr Before I Fall Lauren Oliver Timeless Alexandra Monir Anna and the French Kiss Stephanie Perkins The Unbecoming of Mara Dyer Michelle Hodkin Bitter End Jennifer Brown Daughter of Smoke and Bone Laini Taylor Unearthly trilogy Cynthia Hand Shades of London series Maureen Johnson The Diviners Libba Bray Forgotten Cat Patrick If You Find Me Emily Murdoch Two Way Street Lauren Barnholdt
Can’t Miss List for Boys The Maze Runner trilogy James Dashner The Mortal Instruments series Cassandra Clare Ranger’s Apprentice series John Flanagan Escape from Furnace series Alexander Gordon Smith Incarceron Catherine Fischer Twisted Laurie Halse Anderson Swim the Fly Don Calame Miss Peregrine’s Home for Peculiar Children Ransom Riggs Shelter Harlan Coban Leviathan series Scott Westerfeld Don’t Turn Around Michelle Gagnon Sherlock Holmes: The Legend Begins by Andrew Lane Chaos Walking Trilogy by Patrick Ness
Can’t Miss List for Reluctant Readers Shift Jennifer Bradbury Swim the Fly Don Calame If I Stay Gayle Forman Divergent series Veronica Roth Speak Laurie Halse Anderson Anything by Neal Shusterman Starters Lissa Price Cryer’s Cross Lisa McMann The Future of Us Jay Asher and Carolyn Mackler I Hunt Killers Barry Lyga Hate List Jennifer Brown 13 Reasons Why Jay Asher The Forest of Hands and Teeth trilogy Carrie Ryan Fracture Megan Miranda The Raft S. A. Bodeen
Follow up to SSR? Should we? Why? Follow up can be as extensive or relaxed as the teacher chooses Should do a little bit of follow-up to give students accountability Plenty of good ideas to tie into SOLs – there is more than just writing book reviews! Librarian- teacher collaboration- share the work!
How we follow up: Animoto Use to make a book trailer Helps teach students vivid and careful word choice due to limited characters Becomes a bit of a competition – who can get his or her trailer in the library catalog? Students must cite all images they use – a useful precursor to extended research projects
How We Follow Up: Book Talks Students plan and present a book talk on a book they read and enjoyed for SSR. Students use persuasive technique and practice public speaking skills Students can see if their classmates want to read the book as a result of their review
Book Talk Handouts
Animoto and Book Talk Follow-Up SOLs 9 th Grade 9.1 The student will make planned oral presentations independently and in small groups a. Include definitions to increase clarity b. Use relevant details to support main ideas c. Illustrate main ideas through anecdotes and examples d. Use grammatically correct language, including vocabulary appropriate to the topic, purpose and audience e. Use verbal and nonverbal techniques for persuasion. f. Evaluate impact and purpose of presentation. g. Credit information sources. h. Give impromptu response to questions about presentation. i. Give and follow spoken directions to perform specific tasks, answer questions, or solve problems. j. Use a variety of strategies to listen actively. k. Summarize and evaluate information presented orally by others. l. Assume shared responsibility for collaborative work.
Animoto and Book Talk Follow-Up SOLs 9 th Grade continued… 9.2 The student will produce, analyze, and evaluate auditory, visual, and written media messages. b. Determine the purpose of the media message and its effect on the audience.
Animoto and Book Talk Follow-Up SOLs 10 th Grade: 10.1 The student will participate in, collaborate in, and report on small-group learning activities The student will analyze, produce, and examine similarities and difference between visual and verbal media messages a. Use media, visual literacy, and technology skills to create products i. Use a variety of strategies to listen actively j. Analyze and interpret other’s presentations. k. Evaluate effectiveness of group process in preparation and delivery of oral reports.
Animoto and Book Talk Follow-Up SOLs 11 th Grade: 11.1 The student will make informative and persuasive presentations a. Gather and organize evidence to support a position b. Present evidence clearly and convincingly. c. Address counterclaims. e. Use grammatically correct language, including vocabulary appropriate to the topic, audience, and purpose. f. Monitor listening and use variety of active listening strategies to make evaluations. g. Use presentation technology The student will examine how values and points of view are included or excluded and how media influences beliefs and behaviors. a. Use technology and other information tools to organize and display knowledge in ways others can view, use, and assess. b. Use media, visual literacy, and technology skills to create products.
Animoto and Book Talk Follow-Up SOLs 12 th Grade: 12.1 The student will make a formal presentation in a group or individually. a. Choose the purpose of the presentation. b. Choose vocabulary, language, and tone appropriate to the audience, topic, and purpose. c. Use details, illustrations, statistics, comparisons, and analogies to support the presentation. d. Use media, visual literacy, and technology skills to create and support the presentation. e. Use grammatically correct language, including vocabulary appropriate to the topic, audience, and purpose.
How we Follow Up: Research Papers Pick a historical fiction book – Pull historical fiction books and group them by time period for students – Provide a quick overview, using primary sources, of the time periods in history – Book talk a title or two from each time period. Use subject matter of novel to jump off into research paper Can research a variety of elements about the time period Helps students with necessary background knowledge to write about a historical topic
Choosing a Research Topic Lesson Collaborative Lesson with teacher and librarian Start with time period of book Research that time period – Online encyclopedia – Online databases – Nonfiction books Complete a graphic organizer that focuses narrowing the topic to a specific question to research – Funnel graphic works well
Research SOLs 9 th Grade: 9.8 The student will use print, electronic databases, online resources, and other media to access information to create a research product b) Narrow the focus of a search
How We Follow Up: One Pagers Idea from Kelly Gallagher in Readicide – You don’t want too much accountably because it spoils the pleasure of reading. – You don’t want too little accountability because reluctant readers need some accountability to get them to read. – Solution: one pagers or one page reflections that take about 20 minutes to complete. Uses – In journals – Handouts – Electronically – Verbally One pagers can Sample one pagers are in the appendix of Readicide and on easily found on the Internet
One Pager example
One Pager student sample Block: 4 th Book Title: Someone Like You Author: Sara Dessen Pages read: 281Date: Genre: Romance and realistic fictionRating of the book (1-10): 8 Describe one major external conflict and one major internal conflict found in this book. You should have approximately 40 words for each explanation. One major external conflict in this novel would be Scarlett getting pregnant and having to worry about what people say about her. Scarlett at the age of sixteen finds out her first love has been killed in a car wreck, and that she is caring his baby after having sex with him for the first time the night before his death. Scarlett knows she won’t be able to face an abortion and wants to keep the baby. Scarlett faces many troubles with her family and with work. Her boss can’t legally fire her, but he strongly tries to convince her to quit. Scarlett knows she is going to need the money so she stays even though she knows how people may be. In the end Scarlett has a baby girl and names her after her best friend Halley who was there for her through the whole process. One major internal conflict would be Halley having to face changing her life completely to take care of her pregnant best friend. Scarlett has always been there for Halley and now Halley needs to be there for Scarlett. Halley is more of the shy not so outgoing type and Scarlett is the complete opposite. Halley steps up her game and goes to every doctor appointment with Scarlett and even attends pregnancy classes with her. Halley truly is the best friend anyone could ever want. Author’s purpose: To inform teenage females on what could actually happen and put it in a way that they would pay attention and listen. Intended audience(s): Teenage girls
Popular author Jon Sciezka describing what he calls a reader’s death spiral “It’s where kids aren’t reading and then are worse at reading because they aren’t reading, and then they read less because it is hard and they get worse and then they see themselves as non-readers.” Prevent the reader’s death spiral by giving kids high interest books and… find them in your school library! Quote and paraphrase from Readicide, p Kindle edition