One Book, One School: Building Community with Shared Text Some time ago I had the opportunity to read an early copy of R.J. Palacio’s debut novel, Wonder . I’d heard about it through friends and eagerly anticipated reading it. The book took my breath away. The next spring brought opportunities to meet the author, talk about the book with colleagues, and read it to my class. with my fifth graders was amazing. When given the choice between being right or being kind, choose kind. I knew then that the book had touched the students. throughout the year. As summer began I heard about the movement Random House and R.J. When recommending Wonder to my mom this summer, I told her that my mission was for everyone in our town to read this book. With the start of the school year just around the corner, I scheduled a lunch with my school’s librarian. With the idea of sharing one book with the entire school, we began running through questions and discussing ideas. ? Another possible tie-in is our Family Reading Night this fall.
Book & Media Awards | Association for Library Service to Children (ALSC) 2018 ALSC Book & Media Award winners 2018 Award Acceptance Speeches 2017 Book and Media Awards 2017 Award Acceptance Speeches Watch the 2017 Newbery-Caldecott-Wilder Banquet View Reaction Videos from the 2017 Youth Media Award Winners 2016 Book and Media Awards 2016 Award Acceptance Speeches Watch the 2016 Newbery-Caldecott-Wilder Awards Banquet View Reaction Videos from the 2016 Youth Media Award Winners Past Newbery, Caldecott, and Legacy Banquet Acceptance Speeches List with downloads of Newbery, Caldecott and Legacy Award Winning Speeches ALSC fosters values of respect and equality, and therefore accepts media award submissions from all. Frequently Asked Questions Click on the red Publisher Information button for easy, one-stop access to rosters, terms & criteria, submissions process, and more. The ALSC media awards below are announced every January at a Monday morning press conference that takes place during the American Library Association Midwinter Meeting. (Mildred L.) (Robert F.)
Publishes Literacy Resources and Children's Books for Kids of All Ages Questioning That Deepens Comprehension Editor's note: This post is co-authored by Nancy Frey, a Professor of Literacy in Educational Leadership at San Diego State University and a credentialed special educator, reading specialist, and administrator. Questions are a common way for teachers to check for understanding, right? The answer we’re looking for is "yes." Who hasn't questioned a group of students to determine whether or not they understood the content? Unfortunately, not all questions are created equally. What does the text say? What does the text say? The questions in this category require students to think literally about the text. The amount of time that teachers spend at the literal level will vary based on student responses. Questions at this level could include: What is the relationship between the narrator and the main character? How does the text work? When students have a grasp of the text at the literal level, we move to the structural level. For example, questions at the structural level could include:
ALA | AASL Resource Guides for School Library Media Program Development Topics beginning with:A | B | C | E | F | I | L | M | N | P | R | S | T | W These web-based guides comprise a working bibliography of resources gathered by AASL staff and members to assist us in answering the many requests for information about school libraries that we receive throughout the year. The requests for information come not only from school librarians, but also from principals, parents, charter school organizers, library paraprofessionals, government officials, and college instructors. Books, journal articles, Web sites, and other media are included. See our "Selection Policy and Review Process" for details. The print publications are from several publishers and their appearance on this bibliography should not be taken as a recommendation to purchase. The items are arranged alphabetically by frequently used topics in the professional literature. Access (see Intellectual Freedom) Achievement (see Student Achievement) Acquisitions (see Collection Development) [back to top] Budget
The World Almanac 25 Reading Strategies That Work In Every Content Area 25 Reading Strategies That Work In Every Content Area Reading is reading. By understanding that letters make sounds, we can blend those sounds together to make whole sounds that symbolize meaning we can all exchange with one another. Without getting too Platonic about it all, reading doesn’t change simply because you’re reading a text from another content area. Only sometimes it does. Science content can often by full of jargon, research citations, and odd text features. Social Studies content can be an interesting mix of itemized information, and traditional paragraphs/imagery. Literature? This all makes reading strategies somewhat content area specific. But if you’d like to start with a basic set of strategies, you could do worse than the elegant graphic above from wiki-teacher.com. Looking for related curricula ideas? 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. To the above list, we’d add: 13. 14. 15. 16. 17. 18. 19. 20. 21. 22. 23. 24. 25. 25 Reading Strategies That Work In Every Content Area
Collection Development 2.0 I've been a super fan of Gwyneth Jones' fantastic comic tutorials (using the comic creator Comic Life) for a long time! And what's not to love?? Gwyneth's colorful, fun graphics are a great way to share information and learn new stuff. So... when I was tasked with creating a tutorial on how to create a "21st Century Collection Development Plan" for a group of NC librarians, a comic tutorial seemed like just what the doctor ordered. Now... before I go any further, I want to go on record as saying that it's (past!) Even so, I was excited to put together a tutorial for what I am calling "Collection Development 2.0." Now... before you start that angry comment, let me clarify. Yes... up to date resources are important. Are these resources directly aligned to my library's mission? So... yes, I'm excited to help some of my NC colleagues work towards these goals. As always, my work is licensed under creative commons, so feel free to use and share.
Library Signs and Posters, plus Shelf Signage, Labels and Holders from LibrarySkills.com Teaching Students How to Set a Purpose for Reading By Sarah Tantillo I think we can all agree that annotating texts helps students comprehend them more deeply. But not all forms of annotating are helpful. How you annotate matters a lot. I’ve seen this problem quite often: students cover their texts with so many notes that it seems to take them an hour to read one page. The result? While it’s great that students can annotate with generic strategies such as underlining topic sentences and starring supporting details, the truth is that they need to learn how to analyze texts more effectively and efficiently. How can we teach readers to determine what’s most important? Students must learn to set a purpose for reading. Too often, teachers set the purpose (with assignments such as “Read Chapter 7 and answer these three questions” or “Read this article and write a summary”), and students do not actually learn how to set a purpose on their own. ► A helpful first step is to identify the GENRE of the text. Download the What’s Important ORGANIZER
K-12 Schools | OverDrive - Global distributor of digital eBooks, audiobooks, music & video for library, school & retail Top content from highest-quality publishers We offer more than 2 million titles from 5,000 publishers to support curriculum and instruction goals. Our experienced team of educational content experts works hand-in-hand with districts and schools to select the exact combination of digital content tailored to their unique priorities and resources. Cost effective, district/school model We work directly with publishers you know and trust to offer districts and schools the best prices on content, and you only pay for the titles you want. Ease of use and device compatibility We put your digital content collection on one easy-to-use website that’s available to students and educators 24/7/365. Expert Support For Deep Integration & Implementation We’re your partner every step of the way in making a successful transition to digital: We know what it takes to ensure deep digital integration and implementation.
Top 10 ways to use technology to promote reading I only steal from the best. So here we go. Johnson's Top Ten... Author and fan websites. Young readers like know more “about the author” and the Internet is rich with resources produced both by the authors themselves, their publishers, and their fans. Here's the thing.
Using Images as Scaffolds for Reading Complex Text – School Library Connection Blog April at School Library Connection has been all about inquiry—but we’ve got inquiry on the brain all year long! In case you missed it, check out this great article from our November 2015 issue by Nicole Waskie-Laura and Susan LeBlanc on using images to scaffold learning as we move students toward the goal of reading complex texts. Picture this: a class of students with a wide range of reading levels and abilities engaging deeply with the same introductory text. The topic and text are unfamiliar, yet the students that typically struggle to read are leading the text-based conversations. As the lesson progresses, the room buzzes with conversation as students grapple with the information in the text, ask inquisitive questions of their peers, and provide evidence-based answers. How is it possible that all students across reading levels are independently accessing the same text? Defining Text The Goal: Reading Complex Text Images as Scaffolds Images for Inquiry From Theoretical to Practical
What I am thinking about – Part 1 – Leveling the Library | Library Goddess Hello readers! The school year is winding down (or actually, it feels like it is busier than ever…so really we are winding up, but that’s school life for you) and I’ve started thinking a lot about next school year. Thinking about next school year means learning more about a reading “program” my teachers will be using and thinking about how to implement a Reading Plan that our state has mandated all schools develop. All of this learning and thinking has me feeling some anxiety and I feel like I need to get a few things off my chest! So, here we go! Part 1 – Leveling the Library…my teachers are going to start using Lucy Calkins Reading in their classroom for their ELA instruction. I feel that the purpose of the school library is to be a place where students learn how to make good choices based on what they WANT to read. And, you don’t have to take my word for it Here are a couple of other places to go to find more information on why choice is so important for growing readers: Like this: