FINDS Takes a Partner: READS!

If you didn’t want them to think, you shouldn’t have given them library

cards. –Getting Straight, 1970 film

Shouldn’t

• Range of essential services– Guiding readers– Support classroom instruction– Planning and collaboration– Direct teaching

• Lesson plans

– Collection development– Advocacy elements

New AASL Resources

• Position Statement on the School Librarian's Role in Reading– Reading is a foundational skill for 21st-century learners.– Reading skills involve thinking skills. – 21st-century learners must become adept at determining

authority and accuracy of information, and analyzing and evaluating that information to synthesize new knowledge from multiple resources.

• School Library Media Specialist’s Role in Reading Toolkit

– http://www.ala.org/ala/mgrps/divs/aasl/aaslissues/positionstatements/roleinreading.cfm

Essential Question READS

How do LMSs contribute to students’ development as lifelong readers and learners?

• Teaching and reinforcing literacy skills

• Promoting reading and developing a “literate” community

• Providing access to a wide range of resources

http://readsresources.wikispaces.com

Statewide reading motivational and instructional scope and sequence• Transferable – Common language/curriculum

– From district to district– Within feeder patterns– With other educational partners

• Formalizes instructional role – Educators– Curriculum development

» Structured approach– Lesson plans– Student skills/activities

• Merges reading agendas– Sunshine State Reading/Language Arts standards– Common Core Standards– AASL Student Guidelines– FINDS Research Process Model

Advantages:• Scope and sequence• Supports the reading

initiative of school and district

• Value-added services that lead to improved student achievement

Why READS?

READS Correlation

READS Component

Learning configuration: Individuals, small groups, entire class

LMS strengths: Knowledge of collection and student learning styles, collection development, expertise in using technology

LMS Support activities: Displays, bookmarks, brochures

LMS Instructional activities:Technology integration: Webliographies, ebooksScenario:Teachers send individuals and/or small groups of students to check out appropriate resources for independent reading.

• Additional information– Ideas– Teaching strategies

• Photos and clipart

1.1-2 Read as a personal activity – Students select resources

Learning configuration: Individual reading guidance

LMS strengths: Reads current literature (knows collection), purchases suggested/student-centered materials, understands students’ needs/interests

LMS Support activities: Displays, bookmarks, brochures

Technology integration: Webliographies, ebooks

Scenario:Teachers send individuals and/or small groups of students to check out appropriate resources for independent reading.

1.1-2 Read as a personal activity – Students select resources

Learning configuration: Small groups and entire classes reading guidance

LMS strengths: Reads current literature (knows collection), purchases suggested/student-centered materials, understands students’ needs/interests, collaborates with teachers, knowledgeable about curriculum

LMS Support activities: Displays, bookmarks, brochures, book talks, reading aloudLMS Instructional activities: Book talks, reading aloud

Technology integration: Webliographies, ebooks, book trailers, website posters or displays, shelfari

Scenario:Teachers bring classes into the LMC to check out appropriate resources for independent reading.

1.1-2 Read as a personal activity – Students select resources

Learning configuration: Small groups and entire classes reading guidance

LMS strengths: Reads current literature (knows collection), purchases suggested/student-centered materials, understands students’ needs/interests, collaborates with teachers, knowledgeable about curriculum

LMS Support activities: Displays, bookmarks, brochuresLMS Instructional activities: Book talks, reading aloud

Technology integration: Webliographies, ebooks, book trailers, digital book talks, website posters or displays, shelfari

Scenario:Teachers bring classes into the LMC to check out appropriate resources for independent reading.

1.1-2 Read as a personal activity – Students select resources

Learning configuration: Small groups and entire classes reading aloud

LMS strengths: Reads current literature (knows collection), purchases suggested/student-centered materials, understands students’ needs/interests, collaborates with teachers, knowledgeable about curriculum

LMS Support activities: Displays, bookmarks, brochuresLMS Instructional activities: Reading aloud

Technology integration: Webliographies, ebooks, book trailers, digital book talks, website posters or displays, shelfari, book lists on wiki

Scenario:Teachers bring classes into the LMC to check out appropriate resources for independent reading.

• Suggestions:– Reading forums– One Book – One School– Audio book collection

• Audio books– Appeals to teens– Adaptable for learning

styles or needs• Visually impaired students• ESL students• Reluctant readers• Commuting/car pooling

1.3 Read as a personal activity – Use community resources

Learning configuration: Small groups and entire classes

LMS strengths: Works collaboratively with public and academic librarians and other local resource personnel, collaborates with teachers, knowledgeable about curriculum

LMS Support activities: Brochures, field tripsLMS Instructional activities: Lessons on public and academic library usage and/or other community resources

Technology integration: LMC website links to public libraries or other local community resources, webquests, virtual fieldtrips

Scenario:Teachers bring classes into the LMC to check out appropriate resources for independent reading.

2.1 Explore characteristics, history, and awards – Analyze

literary and media themes and genres

Learning configuration: Entire classes

LMS strengths: Collaborates with teachers, knowledgeable about curriculum, writes or uses prepared lesson plans

LMS Support activities: Displays, bulletin boardsLMS Instructional activities: Lessons on genres

Technology integration: LMC website links to public libraries or other local community resources, webquests, virtual fieldtrips

Scenario:Teachers bring classes into the LMC for instruction that supports classroom curriculum and standards.

• Genre suggestions:– Booktalks

• State reading programs• Curriculum-related

– Science fiction or nonfiction– Historical fiction or biographies

– Student involvement• Group promotions• Genre sorts

2.1 Explore characteristics, history, and awards – Analyze literary and media themes and genres

Learning configuration: Entire classes

LMS strengths: Collaborates with teachers, knowledgeable about curriculum, writes or uses prepared lesson plans

LMS Support activities: Displays, bulletin boards, flyers, brochures, bookmarksLMS Instructional activities: Lessons on genres, including all formats

Technology integration: Digital booktalks

Scenario:Teachers bring classes into the LMC for lessons and/or activities on genres.

Genre: Reading Ladder

The Absolute True Diary of a Part-time Indian

Salty Pie

Woods Runner

Bear Walker

The Birchbark House

The Sign of the Beaver

• Genre suggestions:– Explore informational text formats

• Documentaries• YouTube or TeacherTube informational

segments• Books• Internet sites• Picture books• Short stories• Magazines

Learning configuration: Entire classes

LMS strengths: Collaborates with teachers, knowledgeable about curriculum, writes or uses prepared lesson plans

LMS Support activities: Displays, bulletin boards, flyers, brochures, bookmarksLMS Instructional activities: Lessons on genres – critiquing, strengths/weaknesses

Technology integration: Documentaries, short digital segments, ebooks, e-resources

Scenario:Teachers bring classes into the LMC for lessons and/or activities on genres.

2.1 Explore characteristics, history, and awards – Analyze literary and media themes and genres

• Theme suggestions:– Short text selections

• Short stories• Songs• Poetry• Picture books

– Visual/Media-based selections• Posters• Advertisements• “Memory” images• Documentaries

Learning configuration: Entire classes

LMS strengths: Collaborates with teachers, knowledgeable about curriculum, writes or uses prepared lesson plans

LMS Support activities: Displays, bulletin boards, flyers, brochures, bookmarksLMS Instructional activities: Lessons on themes – small groups reaching consensus using short text selections or visual images (supports visual literacy skills)

Technology integration: Documentaries, short digital segments, ebooks, e-resources

Scenario:Teachers bring classes into the LMC for lessons and/or activities on literary themes.

2.1 Explore characteristics, history, and awards – Analyze literary and media themes and genres

• Cultural/historical context suggestions:– Finding self in stories– Student-centered

• Value of other cultures• Background knowledge

– Literary works focus• Types (folktales)• Classic novels• Documents

2.2 Explore characteristics, history, and awards – Recognize social, cultural, political, and historical influences

Learning configuration: Entire classes

LMS strengths: Collaborates with teachers, knowledgeable about curriculum, writes or uses prepared lesson plans

LMS Support activities: Displays, bulletin boards, flyers, brochures, bookmarksLMS Instructional activities: Lessons on making connections to students’ heritages; lessons on culturally and/or historically significant works

Technology integration: Documentaries, short digital segments, ebooks, e-resources

Scenario:Teachers bring classes into the LMC for lessons and/or activities on culturally and historically significant works.

Critical Thinking about Society • Social Issues

– Fairness– Gender– Race– Class– Power

• Class– Are characters treated differently

because of their class?

– What are the characters’ reactions to the class inequities?

– Are certain classes of people portrayed more negatively than others in the book?

– What stereotypes or prejudices do you notice regarding the social classes of the characters in the book?

2.3 Explore characteristics, history, and awards – Appreciate literary and artistic excellence

Learning configuration: Entire classes

LMS strengths: Collaborates with teachers, knowledgeable about curriculum, writes or uses prepared lesson plans

LMS Support activities: Displays, bulletin boards, flyers, brochures, bookmarksLMS Instructional activities: Lessons on literary or creative awards

Technology integration: LMC website links to award sites, digital recordings of acceptance speeches

Scenario:Teachers bring classes into the LMC for lessons and/or activities on literary or creative awards.

• Intellectual freedom suggestions:– Banned Book Week activities and

lessons– Current issues – NPR segments– Equal access to resources

2.3 Explore characteristics, history, and awards – Appreciate literary and artistic excellence

Learning configuration: Entire classes

LMS strengths: Collaborates with teachers, knowledgeable about curriculum, writes or uses prepared lesson plans

LMS Support activities: Displays, bulletin boards, flyers, brochures, bookmarksLMS Instructional activities: Lessons on banned or challenged books and intellectual property rights

Technology integration: LMC website links to Banned Books authors and intellectual freedom organizations

Scenario:Teachers bring classes into the LMC for lessons and/or activities on intellectual property rights.

3.1 Analyze structure and aesthetic features – Analyze creator’s purpose and style

Learning configuration: Entire classes

LMS strengths: Collaborates with teachers, knowledgeable about curriculum, writes or uses prepared lesson plans

LMS Support activities: Displays, bulletin boards, bookmarksLMS Instructional activities: Lessons on making inferences and predictions about a work (supports visual literacy skills)

Technology integration: Book covers, recorded first paragraphs of works, Google docs, wikis

Scenario:Teachers bring classes into the LMC for lessons and/or activities on making predictions and inferences from visuals and text.

Book jacket art

•Picture books•Novels

- First lines- First paragraphs

First Lines or Paragraphs

• “One minute the teacher was talking about the Civil War. And the next minute he was gone. There. Gone. No ‘poof.’ No flash of light. No explosion.” (Gone by Michael Grant)

• The early summer sky was the color of cat vomit. (Uglies by Scott Westerfield)

• I am fifteen years old and I’m driving a stolen car. (Stolen Car by Patrick Jones

• Those who can, do. Those who can’t, deejay. (Revolution by Jennifer Donnelly)

3.1 Analyze structure and aesthetic features – Analyze creator’s purpose and style

Learning configuration: Entire classes

LMS strengths: Collaborates with teachers, knowledgeable about curriculum, writes or uses prepared lesson plans

LMS Support activities: Word walls or displaysLMS Instructional activities: Lessons on use of descriptive language (types and influence on author’s style)

Technology integration: Google docs, wikis, vocabulary websites, word of day on LMC website or on in-house newscast

Scenario:Teachers bring classes into the LMC for lessons and/or activities that highlight vocabulary and descriptive language as it relates to author’s style.

3.1 Analyze structure and aesthetic features – Analyze creator’s purpose and style

Learning configuration: Entire classes

LMS strengths: Collaborates with teachers, knowledgeable about curriculum, writes or uses prepared lesson plans

LMS Support activities: Displays of author studies projects, lists of titlesLMS Instructional activities: Lessons on researching an author and constructing an original project

Technology integration: Digital author study projects, digital pathfinder with links to author sites and related sites

Scenario:Teachers bring classes into the LMC for lessons and/or activities focused on studying selected authors.

• Author studies ideas– Provide access to variety of

resources• Graphic organizers• Digital pathfinders with links to

author’s sites and related sites• Bibliographies or links to book

lists

3.2 Analyze structure and aesthetic features – Understand literary techniques and complexities

Learning configuration: Entire classes

LMS strengths: Collaborates with teachers, knowledgeable about curriculum, writes or uses prepared lesson plans

LMS Support activities: Displays of books with similar settings, characters, etc., bibliographiesLMS Instructional activities: Lessons on story elements; reader’s theater segments; literature circles

Technology integration: Digital images , ebooks

Scenario:Teachers bring classes into the LMC for lessons and/or activities on story elements (e.g., historical fiction for social studies classes).

• Student production suggestions:– Book trailers– Podcasts– Posters– Blogs– Comics – Bookmarks– Original books– Flip camera essays or

book PSAs

4.1 Develop a literary-based product – Create and share original product using appropriate format

Learning configuration: Entire classes

LMS strengths: Collaborates with teachers, knowledgeable about curriculum and technology

LMS Support activities: Displays of student productsLMS Instructional activities: Lessons on producing products using various techniques and media

Technology integration: Technology presentation and production tools

Scenario:Teachers bring classes into the LMC for lessons and/or activities on student-produced products.

• Learning “libratories”– Space repurposed

• Project space• Design studio• Presentation and meeting space• Research development lab

– Instruction ideas• Copyright ethics and legal issues

– Scenarios, role playing, examination of copyright law

• Bibliographic format• Copyright checklists• Production checklists

4.1 Develop a literary-based product – Knowledge of legal and ethical usage

Learning configuration: Entire classes

LMS strengths: Collaborates with teachers, knowledgeable about curriculum and technology

LMS Support activities: Displays of student productsLMS Instructional activities: Lessons on fair use of media resources

Technology integration: Technology presentation and production tools

Scenario:Teachers bring classes into the LMC for lessons and/or activities on ethical and legal uses of copyrighted materials.

5.1 Score reading progress – Participation in reading motivation programs

Learning configuration: Individual students, small groups, entire classes

LMS strengths: Collaborates with teachers, knowledgeable about curriculum and technology, proponent for intellectual freedom issues

LMS Support activities: Displays, brochures, flyers, booktalksLMS Instructional activities: Lessons on reading celebrations and independent reading programs.

Technology integration: LMC Internet site with links, webliographies, student blogs, podcasts, online voting

Scenario:Teachers bring classes into the LMC for lessons and/or activities on reading celebrations and related events.

Fiction discussion starters:• Books I loved as a child.• People who read to me when I was little.• Books I loved reading in school.• Books I hated reading in school.• Literary characters I connect to.• Books and/or writers I am interested in,

but haven’t read yet.

Real world reading discussion starters:• How would I use this

resource in the future?• Would this resource help me

on the job (in college)?• What reading material should

I know about that will help me in everyday situations?

5.2 Score reading progress – Monitor individual reading progress – lifelong reading

Learning configuration: Individual students, small groups, entire classes

LMS strengths: Collaborates with teachers, knowledgeable about curriculum and technology, proponent for intellectual freedom issues

LMS Support activities: Displays, brochures, flyers, booktalksLMS Instructional activities: Lessons on reading celebrations and independent reading programs.

Technology integration: Technology presentation and production tools

Scenario:Teachers bring classes into the LMC for discussions on real world applications for reading.

Questions