14. Your reading autobiography
• So, what are the highlights of your reading
life?
• What are the low points?
• Titles, series, authors, books you recall
strongly?
15. Take a few minutes now to jot down some memories of
reading from your childhood, school years, adult life.
We are asking each of you to design your own reading
autobiography. You may write it as an essay, present it
in slides, or make timelines. Use Prezi, Power Point,
Padlet, or any app you like. Or use a pen and paper or
computer. Be prepared to share this week.
16. Reader’s Identity:
What kind of reader are you?
Are You?
• Avid
• Every day
• Wide-ranging
• Open to new forms,
formats, etc.
• Social
Or Are You?
• Need some prodding
• Sporadically
• Stick to what I like
• Narrow focus for reading
• Solitary
20. Our Plan for Today
• Why do we share literature with kids?
• How do we establish a reading identity?
• What tools do we ALL need?
• Time
• Booktalking
• Reading aloud
• Community
• Access
50. Finding the Time
• Edge time (Donalyn
Miller)
• Priority time
• Class time
50
51. Edge Time
• Reading on the fringes
– Appointments
– Bathroom books
– Car
– Purse or bookbag
51
52. Priority Time
• If it is not a priority for us, how can we expect it to be
a priority for them?
• Take a moment to jot down one time you will set
aside daily (just 5 minutes) to read.
• Make this commitment real by adding it to your
calendar.
52
55. Finding Time to Read
• Average person can
read 300 words
per minute
• In one week, that
is 31,500 words
• In one year, it is
1,512,000 words
• Average book is 75,000
words
• Can read +20 books a
year with only 15
minutes a day
• More than 1000 extra
books in a lifetime
55
58. Mind the Gap
• What HOLES are in your reading range?
• What will you do to address them?
• How can you help kids do the same?
• Identify ONE genre, form, format you will read
in the next 60 days.
58
59. Some resources
• Titletalk
– Last Sunday of the month from 7-8 pm Central Time
– Hosted by @donalynbooks and @colbysharp
– Talk is archived as well
• Centurions of 2013
– Resolved to read 113 books in 2013
• Nerdbery Challenge
• Group Challenge 59
60. WHAT will be YOUR challenge?
• August
• September
• October
• November
• December
• January
• February
• March
• April
• May
61. Reading outside of comfort zones
• It is important to read a wide variety of literature in order
to recommend books to all your readers.
• Check your favorite authors to see if they’ve written other
genres. ex. Margaret Peterson Haddix, Avi, Richard Peck,
etc.
• Set a goal. Read one new genre for five of your usual books.
• Take reading suggestions from your students. Make a point
to go talk to them after you’ve finished their
recommendation.
62. Some Tips
• Picture books
• Graphic novels
• Quick reads
• Poem or story a day
62
63. So, what is YOUR plan? Take a few
minutes to outline what YOU will do this
coming school year to read MORE. Be
specific about goals.
76. The Why
• What research says
– Alicia Martinez
– Stephen Krashen
– Jim Trelease & More
– Becoming a Nation of Readers
• What we know from our own research
– Pleasure
– Prosody
– Performance
77. Alicia Martinez
• Meta-analysis of all read aloud studies up to
1985
– No matter age/grade, reading aloud improved:
• Vocabulary
• Reading comprehension
• Grammatical understanding (sentence structures, etc.)
78. Stephen Krashen
• When teachers read aloud and discuss stories with
students, students read more
• Students who are read aloud to check out more
library books
• Hearing stories and discussing them encourages
independent reading
• Hearing stories has a direct impact on vocabulary
development
• Children who are read to at least three times a week
read better
• Students enjoy being read to
79. Jim Trelease
• The Read Aloud Handbook
• First 150 pp. online here:
http://tinyurl.com/k9j3uzv
80. More research
• http://tinyurl.com/kb8sw5qBill Teale
• Article: Reading Aloud in Classrooms: From
the Modal Toward a "Model” by James
Hoffman, Nancy L. Roser & Jennifer Battle.
Reading Teacher (1993) Vol. 46 (6): pp. 496-
507
83. Becoming a
Nation of Readers (1985)
• Skilled reading requires motivation
• Skilled reading is a lifelong pursuit
• Skilled reading requires activating background
knowledge
• “The single most important activity for
building knowledge required for success in
reading is reading aloud to children. “ p. 23
84. Serafini and Giorgis
• Reading aloud increases test scores
• Introduces readers to new titles, authors,
genres, etc.
• Builds a sense of community
• Provides opportunities for extended discussions
• Demonstrates response strategies
• Increases interest in independent reading
• Gives access to text that might be inaccessible
• Provides models of quality writing
• Supports readers’ development
85. PLEASURE
• SCIENTIFIC READING FACT: Human beings are
pleasure-centered.
Every time you read to a child, you’re sending a
“pleasure” message to the child’s brain, conditioning
it to associate books and print with pleasure.
Jim Trelease http://www.trelease-on-
reading.com/read-aloud-brochure.pdf
89. Celebrating Cultures
• create multi-paragraph essays to
convey information about a topic
that:
• (i) present effective introductions
and concluding paragraphs;
• (ii) guide and inform the reader's
understanding of key ideas and
evidence;
• (iii) include specific facts, details,
and examples in an appropriately
organized structure; and
• (iv) use a variety of sentence
structures and transitions to link
paragraphs;
89
90. TEKS for ELAR
• Students understand, make
inferences and draw
conclusions about how an
author's sensory language
creates imagery in literary text
and provide evidence from
text to support their
understanding.
• Students are expected to
explain how authors create
meaning through stylistic
elements and figurative
language emphasizing the use
of personification, hyperbole,
and refrains.
90
91. TEKS for NF
• (A) summarize the main ideas and
supporting details in text,
demonstrating an understanding that
a summary does not include
opinions;
• (B) explain whether facts included in
an argument are used for or against
an issue;
• (C) explain how different
organizational patterns (e.g.,
proposition-and-support, problem-
and-solution) develop the main idea
and the author's viewpoint; and
• (D) synthesize and make logical
connections between ideas within a
text and across two or three texts
representing similar or different
genres.
91
92. Informational Poetry
• How could this
collection of poems be
used in a lesson on
informational text?
• How could it be used as
a Mentor Text?
• What other use might it
have?
92
96. Selections from the list
• ALABAMA MOON
• ALEXANDER AND THE TERRIBLE, HORRIBLE,
NO GOOD, VERY BAD DAY
• ALEXANDER WHO USED TO BE RICH LAST
SUNDAY
• AM I BLUE
• AMONG THE HIDDEN
• ANASI AND THE TALKING MELON
• ANTSY DOES TIME
• BABY
97. • BECAUSE OF WINN DIXIE
• BEE TREE
• BIGGER THAN A BREADBOX
• BINK AND GOLLIE
• BOY + BOT
• BOY IN THE STRIPED PAJAMAS
• BRIDGE TO TERABITHIA
• BUD NOT BUDDY
98. • CRANKEE DOODLE
• CRANKENSTEIN
• CREEPY CARROTS
• CROOKED KIND OF PERFECT
• DAY THE CRAYONS QUIT
• DEAR MR. MUTT
• DECEMBER
• DO NOT READ THIS BOOK
• DOGZILLA
99. • HARRIS AND ME
• HARRY POTTER
• HERSHEL AND THE HANNUKAH GOBLINS
• HOBBIT
• HOUSE HELD UP BY TREES
• HOW ANGEL PETERSON GOT HIS NAME
• HUSH
• I STINK
• I WANT MY HAT BACK
100. • LAWN BOY
• LEONARD THE TERRIBLE MONSTER
• LIBERATION OF GABRIEL KING
• LIBRARIAN WHO MEASURED THE EARTH
• LIBRARY MOUSE
• LIGHTNING THIEF
• LILY’S PURPLE PLASTIC PURSE
101. • MIRACLE’S BOYS
• MIRACULOUS JOURNEY OF EDWARD TULANE
• MISFITS
• MISS RUMPHIUS
• MONSTER
• MR. LEMONCELLO’S LIBRARY
• MR. WUFFLES
• NEVER TRUST A MOTHER OR THE BABYSITTER
• NIGHTJOHN
• NINO WRESTLES THE WORLD
• OF MICE AND MEN
• OFFICER BUCKLE AND GLORIa
102. • OWL MOON
• PETER’S CHAIR
• PIGGIE PIE
• PINK AND SAY
• PIGGIE AND GERALD
• PRESS HERE
• RIFLE
• ROLL OF THUNDER HEAR MY CRY
• RUBY HOLLER
103. • SPEAK
• STAND TALL
• STARGIRL
• STARRY RIVER OF THE SKY
• STORY OF FISH AND SNAIL
• STRANGER
• SWAMP ANGEL
• SYLVESTER AND THE MAGIC PEBBLE
• TALE DARK AND GRIMM
• TALE OF DESPERAUX
• TALKING EGGS
• TANGLE OF KNOTS
108. Why community via SN?
• Need daily affirmation and information
• Reaches beyond own borders/walls
• Exposure to many different ideas/viewpoints
• Is open 24/7
111. Some Tweet Facts
• Strongest growth in any social network surpassing
Pinterest, Reddit, and LinkedIn
• Used by 2 X as many women as men
• 25-55 year olds is largest demographic
• “poor man’s social network”
• 60% of all users have some college education
• Use has doubled in the past 12 months
• MediaBistro, August 2012
114. HERE IS WHAT TWITTER SAYS
ABOUT ONLINE PD/COMMUNITY
All you need to do is ask…
115. Following @donalynbooks would net you
hundreds of others to follow, connect you to
#nerdybookclub and #titlechat and get links to
@educationweek and other blogs
116. Connecting with @readingjunkee gets
connections to @yalsa, nets more people to
follow in the library field, and will also shake out
book titles as must reads.
117. @utalaniz is the queen of RTs. If you miss
something, she will catch it for you. Interesting
links in her posts.
118. Why Twitter?
• Decreased funding for PD
• Distance to events
• Time away from work
• Can meet like-minded individuals
• Makes connections across country and world
119. And here is @FrankiSibberson asking us what
we are reading on Mondays. Another
community!
120. And here is Sara’s tweet about Banned Books
Week so we can see what her students do
every day to celebrate the Freadom to Read.
121.
122. Resources Available on Twitter
Other communities
– Librarians
– Teachers
– University folks
– Organizations
– Authors
– Publishers
124. My Approach
Assignment for my YA Literature Classes
Follow
– one literacy organization
– one YA author
– one teacher
– one librarian
– one professor
131. Twitter Starter Pack
with Sophie Brookover
Name Twitter Handle
Gretchen Colderup librarified
Buffy Hamilton buffyjhamilton
Jennifer Lagarde jenniferlagarde
Karyn Silverman infowitch
Jennifer Hubert-Swan readingrants
Beth Saxton bethreads
Sarah Couri scouri
Erin Downey Howerton hybridlib
Liz Burns lizb
Melissa Rabey mrabey
Kathy Ishikuza kishikuza
Teri Lesesne professornana
Sophie Brookover sophiebiblio
Linda Braun lbraun2000
Joyce Valenza joycevalenza
Monica Edinger medinger
Angie Manfredi misskubelik
Justin Hoenke justinlibrarian
Patrick Ness Patrick_Ness
YALSA yalsa
Beth Friese librarybeth
Neil Gaiman neilhimself
Kirkus kirkusreviews
ALAN ALANorg
Pew Research pewresearch
Kelly Milner Halls KellyMilnerH
Anita Silvey anitasilvey
School Library Journal sljournal
jenbigheart
Tammy Blackwell Miss_Tammy
bkshelvesofdoom
John Green realjohngreen
Roger Sutton rogerreads
The Horn Book hbook
Betsy Bird fusenumber8
Diane Ravitch dianeravitch
Brian Selznick brianselznick
Books on Tape/ListeningLibrary BOTLibrary
Amy Alessio amyalessio
Joanna Axelrod textinglibrarian
catagator
132. Building out a PLN
• Follow followers
• Follow links
• Follow suggestions
133. Following followers
• @Donalynbooks (9200+ followers)
– @colbysharp (1000+ followers)
• Augustascattergood
– @paulwhankins (almost 4000 followers)
• @katsok
So, if I follow Donalyn and Paul and Colby, I have the
potential for reaching 15K people with my tweets.
138. Titletalk
• Last Sunday of every month
• 7-8 PM CST
• Hosted by @donalynbooks and @colbysharp
• Topic announced in advance
• Open to all
• Chat is always archived
139. Readadv
• Thursdays from 7-8 PM CST
• Hosted by @lizb and @catagator and @sophiebib
• Various aspects of readers’ advisory is theme
• Chat is archived
140. Other chats
• Engchat
– Mondays
• Satchat
– Saturdays
• 4thchat, 5thchat
– Grade level chats
• Sschat
– Social studies community
141. Some final advice
• Link accounts as much as you can
• Download apps such as Tweetdeck or Hootsuite to help
handle the reading load and postings
• You can also use sites like TweetGrid or Twubs to help
you manage chats.
• Set aside regular time to read and respond to tweets
• Be careful of the time suck element
