Julie will introduce and will hold sharing discussion after a few minutes.

Have participants do the Turn and Talk activity at the end of Carol’s story time. Participants won’t know it is called “Turn and Talk” yet until next slide. They can then share what they thought about the activity.

This came out of an article published by Jim in 2006 where he compared rodeos to reading and books. Interesting in that he talked about having specific classes designed for riding and roping, and coaches had to be credentialed. There would be mandatory rodeo lab classes. Grade level rodeos and exit level rodeos so that “no rider would be left behind.”  Really not far fetched because the highest rodeo standings come from Texas, Colorado, and Oregon where there are a lot of horses. Same thing applies to books… where there are more books, there are higher scores and successes. 13 states have produced research that a stronger library program connects to higher student scores.

This chart reinforces that more time spent reading = higher achievement.

Stephen Krashen – Emeritus professor from Southern California- highly recommends if you only read one professional book, it should be The Power of Reading.

This data was used in the article that Jim did on SSR research. – Socio-economic status can be overcome as long as kids have access to books and teachers who model and encourage reading. Article went onto say that Japan used to be unrivaled as a nation of reading. Why? Because they spent up to 2 hours a day commuting on public transportation. This was perfect uninterrupted reading time. This has changed now with the times as computers, i-pods, game boys email, etc. are turning Japan and other nations like the US into “thumb tribes.”

Benjamin Solomon Carson was born in Detroit, Michigan. His mother, Sonya Carson, had dropped out of school in the third grade and married Robert Solomon Carson, a much older Baptist minister from Tennessee, when she was only thirteen. When Carson was only eight, his parents divorced, and Mrs. Carson was left to raise Benjamin and his older brother, Curtis, on her own. She worked at two, sometimes three, jobs at a time to provide for her boys.[1] Early on Carson experienced difficulty in school, eventually falling to the bottom of his class. He became the object of name calling and subsequently developed a violent, uncontrollable temper. Determined to turn her son’s life around, Carson’s mother limited his television watching and refused to let him go outside to play until he had finished his homework each day. She required him to read two library books a week and to give her written reports on his reading, even though, with her own poor education, she could barely read what he had written. Soon Carson was amazing his instructors and classmates with his improvement. "It was at that moment that I realized I wasn't stupid," he recalled later. Carson continued to amaze his classmates with his newfound knowledge and within a year he was at the top of his class.[1] After determining that he wanted to be a psychiatrist, Carson graduated with honors from high school and attended Yale University, where he earned a degree in Psychology. From Yale, he went to the Medical School of the University of Michigan, where his interest shifted from psychiatry to neurosurgery. His excellent hand-eye coordination and three-dimensional reasoning skills made him a superior surgeon. After medical school he became a neurosurgery resident at the Johns Hopkins Hospital in Baltimore. At the age of 33, he became the hospital's professor and director of Pediatric Neurosurgery.[1] Taken from WikiPedia.org

Bolded areas are certainly areas where librarians can focus in.

Note about classroom libraries… they are very powerful tools and certainly should be in every classroom, but their purpose is not to replace going to and utilizing the many resources available in the school library on a regular basis. Other top answers were: listening to books on tape, comfy areas to read, teachers who read the books I recommend. …Kids just want to be “heard.”

Share Carol’s furniture in her library T-shirt - pillows Show Carol’s poster Bathtub @ Hale What have you done to make your library comfortable?

Still… now is the time to start pairing the two, and Playaways are a good way to bridge the two together.

Notice how many TEKS these benefits relate too?

Modeling of read-aloud Modeling of Turn and Talk

Have participants do the Turn and Talk activity at the end of Carol’s story time. Participants won’t know it is called “Turn and Talk” yet until next slide. They can then share what they thought about the activity.

Carol- I had in my notes that you were making a poster of this too.

Only do this if we have time…

Presented by: Carol Bogart and Julie Moore An Institute for Educational Development Workshop by: Annemarie Johnson

Spend the next 2-3 minutes and write about both your positive and negative literacy experiences. J

Sharing J

How do you get better at reading? The more you read, the better you get at it; the better you get at it, the more you like it; and the more you like it, the more you do it. What are 3 factors that produce higher achievements? Frequency of teachers reading aloud to students Frequency of SSR Access to books Picture from http://www.trelease-on-reading.com/ J

Is there a positive correlation between level of achievement and the number of minutes a child reads per year? Adapted from Anderson, Wilson, & Fielding, 1988 J

The research is clear: Children who are not good readers have tougher lives. They earn less money, are more apt to become depressed, and in general are not as healthy or fit as good readers.” Brassell, 2006 “Reading comprehension test scores are more influenced by students’ amount of engaged reading than any other single factor.” Krashen, 2004 J

Higher test scores were found among children who were engaged in reading, who were read to more during the day, and who read more during the day regardless of the social economic status. (SSR) Source: OECD PISA Database, 2001 – used in Jim Trelease Reading Seminar, 2008 J

“Examination of standardized test performances in grades 3,4,5, or 6 shows that the strongest predictor of achievement is amount of reading. Students who read widely and frequently are high achievers; students who read rarely and narrowly are low achievers.” Guthrie, Wigfield, Metsala, & Cox, 1999 J

Picture in the public domain C

Self-selection/choice Personal Interests Access to books Social interaction Caring community Varied texts Mentoring/Modeling Read-aloud Time to read Meaningfulness Appropriate level of difficulty Scaffolding Feedback J

When asked, what do you think students said motivated them to read? Lesesene, T.S., and L. Buckman. 2001 “By Any Other Name: Reconnecting Readers in High School.” In Teaching Reading in High School English Classes, ed. Bonnie O. Ericson, 101-14. Urbana, IL: NCTE Teachers who ask me what I like to read Teachers who allow selection in reading material Time to read at school Teachers who read aloud daily Classroom libraries J

Kids respond to book covers better than spines. Have lots of book displays Have a comfortable place for kids to read Bean bags, pillows, kid-sized furniture Doesn’t have to be expensive C

FIRST put your money into developing school and classroom libraries. Research shows that access to a wide variety of reading materials and genres have the potential to do more to increase achievement than any advanced technology. Reading and writing excellent literature can and do increase student learning: the research is far less clear for technology Routman, R. 2008. Teaching Essentials: Expecting the Most and Getting the Best from Every Learner. Portsmouth, NH: Heinemann J

-Jim Trelease J

J

Love the book yourself before you read it to the kids Choose a book that lends itself to reading out loud Make read-aloud time special Read with expression Change things up… be versatile J

Don’t over evaluate Leave them asking for more Read aloud every day Have fun with reading!  C

Mrs. Bogart’s Storytime C

Sharing C

Turn and Talk Can use this during whole class lessons or read-alouds. Allows student voices to be heard. Gives students an opportunity to process their thinking out loud, clarify areas of confusion, strengthen their ideas through partner input, and receive immediate feedback from their partners. Also provides an opportunity for more sophisticated conversations during book club discussions. C

Look in your notes packet for the alphabet list. Come up with items that you can read for every letter of the alphabet. Example could be N is for newspapers. We will give you 2 minutes to fill in as many letters as you can. J

Amos 6th graders Book Talk Projects C

Children’s Reading Room http://unmuseum.mus.pa.us/crr Children’s Storybooks Online: Stories for Kids of All Ages http://www.magickeys.com/books/ Storybook Online Network http://www.storybookonline.net/Default.aspx Reading Zone at the Internet Public Library http://www.ipl.org/kidspace/browse/rzn0000 J

PBS Kids http://pbskids.org RIF Reading Planet http://www.rif.org/readingplanet News Flash Five http://pbskids.org/newsflashfive The 39 Clues http://www.the39clues.com J

http://readtothem.org J One school… one book… great grant idea…

C Have kids complete reading/inventory inventories. Teach the kids the Five Finger Rule

Spend the next 2-3 minutes and make a list of what you need in the following categories to have Optimal Reading Conditions. Physical Material Emotional J

Take the next few minutes and “Turn and Talk” to your table about ideas or activities that you might have come up with based on this presentation. --we will collect your “brainstorm” page and compile ideas to post for all J and C