Ultimate Library List

Source: Miller, D. (2009). The book whisperer. San Francisco, CA: Jossey-Bass.

Book Commercials

Book commercials are like mini advertisements for books that students have enjoyed reading. Once a week, ask if anyone has a book that they'd like to tell the class about. This should be a short, impromptu teaser for each book that is suggested during this time. Model how to appropriately suggest a book during a book commercial. Talk about what information to share what information probably shouldn't be revealed. You can keep tallies of the students who have shared and give them a grade for it if you'd like. Keeping track of who shared is a good way to also keep a variety of students sharing.

The students listening to the book commercials should get out their Reader's Notebook and open to their "List of Books to Read" page. They should write down any books that stand out to them.

Source: Miller, D. (2009). The book whisperer. San Francisco, CA: Jossey-Bass.

Reading: Useful Resources

Association for Library Services to Children

This site includes Newbery, Caldecott, Printz, Coretta Scott King, and other book awards given each year. 

Books That Don't Bore 'Em: Young Adult Books That Speak to This Generation (Blasingame, 2007)

This book includes lists of books that will appeal to a wide variety of students, as well as information about how to appropriately select books for yourself and your students. 

Goodreads

This is a free social networking site where readers can keep track of the books they have read and suggest books to their friends. Good way to keep in touch with former students.

Jen Robinson's Book Page

This blog is filled with detailed reviews of children's books, authors, and publishers. 

teenreads.com

Good resource for students. Includes lists of books that other teens have voted into the most popular book list. 

Source: Miller, D. (2009). The book whisperer. San Francisco, CA: Jossey-Bass.

Why You Should Read Children's Books as an Adult

by Jen Robinson

1. It's fun.
2. It keeps your imagination active.
3. It strengthens your relationship with the children in your life who read.
4. It sets an example for the children in your life, making them more likely to become readers.
5. It clues you in on cultural references that you may have missed (both current and classical). 
6. It's fast. Children's books are ususally shorter than adult books, so if you don't think you have time to read, you DO have time to read children's books.
7. It allows you to read across genres. Children's books aren't limited to mystery OR science fiction OR fantasy OR literary fiction. They can have it all.
8. It's like time to travel--it's an easy way to remember that child you once were, when you first read a book. 
9. It's often inspirational--reading about heroes and bravery and loyalty makes you want to be a better person. And couldn't we all do with some of that?
10. Did I mention it's fun?

Source: Jen Robinson's Book Page, 2005.

Keeping a Reader's Notebook

This is a way for teachers to be constantly communicating with students about what is taking place during their silent reading time. It can be used as part of a Reader's workshop. Below are some suggestions from Donalyn Miller, author of The Book Whisperer, for how to utilize this tool.

(70 page spiral notebook)

Divided into several sections for the different reading activities...

• Tally List: If you require your students to read a certain number of books from each genre as part of a Reader's Workshop, this is a good way to help them keep track. Make some sort of document that can be copied and pasted into the notebook 

• Reading List: In this section, students can make a list of all the books they have read or started to read and didn't finish. Each entry should include the title, author, and a completion date. You could also have them write a short response about the difficult of the book. 

• Books to Read List: This is a great place for the students to keep track of the books that they'd like to read. Make suggestions to students and encourage the students to make suggestions to each other.

• Response Entries: This will be where the bulk of the writing in the notebook takes place. This should be reflective and include the student's feelings on the book and the author's writing. This is a great place for teacher responses. Write letters back to the students responding to their thoughts and questions. Push for deeper reflection when necessary. 

Teachers should keep some form of a notebook too. It is important that teachers model the behavior that they expect from students. Keep a list of all the books you've read the entire year and some of your responses to these books. Refer to your notebook during conferences with students. 

Miller, D. (2009). The book whisperer. San Francisco, CA: Jossey-Bass.

Read Aloud Favorites

Fiction
ELEMENTARY
Each Little Bird That Sings, by Deborah Wiles
The Sixth Grade Nickname Game, by Gordon Korman
THe SOS File, by Betsy Byars
The Word Eater, by Mary Amato

INTERMEDIATE
The Beasties, by William Sleator
The Underneath, by Kathi Appelt
The Schwa Was Here, by Neal Shusterman
Seedfolks, by Paul Fleischman
The Lightning Thief, by Rick Riordan

Memoirs
ELEMENTARY
Guts, by Gary Paulsen
Knots in My Yo-Yo String, by Jerry Spinelli
The Tarantula in My Purse, by Jean Craighead George

INTERMEDIATE
My Life in Dog Years, by Gary Paulsen
Small Steps: The Year I Got Polio, by Peg Kehret
How Angel Peterson Got His Name, by Gary Paulsen

Source: Miller, D. (2009). The book whisperer. San Francisco, CA: Jossey-Bass.

Word Wall

Word walls are a great way to help students become familiar with high frequency words or words associated with a specific unit. They are for teachers to refer to when instructing and for students to refer to when writing.

1. Prepare the word wall: find a blank wall in the classroom and divide it into 26 sections, labeling each with the letters of the alphabet.
2. Introduce the word wall
3. Add words to the word wall: Students can suggest words for the word wall. The word is written by a teacher or student on a rectangular card and posted up on the word wall under the appropriate letter. 
4. Use the word wall! Refer to it for a variety of activities and encourage the students to look at it when they are writing and working. 

Source: Tompkins, G. E. (2008). Literacy for the 21^st century: a balanced approach. Pearson

Education, Inc. 

Word Sorts

Used to examine and categorize words according to their...

• meanings
• sound-symbol correspondences
• spelling patterns

Process

1. Choose a topic
2. Compile a list of words (6-20 words typically)
3. Introduce the sorting activity
4. Make a permanent record of sort by gluing the words to a piece of paper 
5. Share word sorts

Source: Tompkins, G. E. (2008). Literacy for the 21^st century: a balanced approach. Pearson

Education, Inc. 

Sustained Silent Reading

Independent reading time is crucial!

Best if everyone in the class does this at the same time (including the teacher). When the teacher stops what they are doing to read a book along with the children, he/she is demonstrating to students how important reading is to them.

• Students choose the books they read
• Reading is silent
• Teacher can set a timer if needed
• Everyone participates
• Minimize distractions

Source: Tompkins, G. E. (2008). Literacy for the 21^st century: a balanced approach. Pearson

Education, Inc. 

Making Words

This is a teacher directed spelling activity in which students arrange letter cards to form words.

1. Make letter cards
2. Choose a large word (example: hieroglyphics) and distribute the needed letter cards to the students
3. Name the letter cards: have them sort them by consonants and vowels
4. Make words: students use the letter cards to spell words containing two, three, four, five, six or more letters. They should list the words they spell on a chart
5. Share words

Source: Tompkins, G. E. (2008). Literacy for the 21^st century: a balanced approach. Pearson

Education, Inc. 

KWL Charts

Hang 3 sheets of butcher paper on the front board (you can also do this with students by having each of them make a 3 section flip book)


Label one "K," one "W," and one "L"
K- What we know already
W- What we wonder
L- What we learned


Complete the K column


Complete the W column


After completing the unit or lesson, have the students fill in the L column with what they learned. 


Why it works...

• Helps students activate background knowledge
• Helps them make connections between new information and prior knowledge
• Encourages curiosity and engagement 

Source: Tompkins, G. E. (2008). Literacy for the 21^st century: a balanced approach. Pearson

Education, Inc.

Reader's Theater

Reader's Theater: A Quick Guide (by Tim Rasinkski)

Before the week begins, choose a script or prepare one based on a text. Make copies for the group, two for each member.

On Monday, discuss the purpose and procedures for Reader’s Theater with the class/group. Assign students parts by having them volunteer or audition. Practice needs to be done aloud and also silently.

On Tuesday, Wednesday, and Thursday, have students practice their parts in class, on their own, in their groups and at home. This activity can also been done during center time or as part of an anchor activity.

Friday is performance day. Students can read/perform their scripts for an audience of classmates, parents, or even the principal. Remember, this is not a performance based on memorization. They are reading the script they have practiced over the week. 

Source: Jennifer Wimmer, Brigham Young University, 2011

Oral Reading Methods

• Repeated Readings
• Choral Reading
• Reader's Theater
• Reading with a tape
• Reading with a computer
• Partner Reading
• Independent Reading

Source: Jennifer Wimmer, Brigham Young University, 2011

Literature Circles

Student-centered activity where children discuss a piece of literature in depth with each other. 

Literature Circle Process

1. Choose one of the available texts to read.

2. I’ll arrange the class in literature circle groups, based upon book choice.

3. First Literature Circle Meeting

• Decide how much of the text to read and which role each of you will fill during the next meeting.

• Make sure you have a copy of the correct role sheet.

• Read your text and prepare for literature circle meetings.

4. Following Literature Circle Meetings (repeat until the text is finished)

• Use written or drawn notes to guide the group’s reading and discussion, according to the role you are filling for the session.

• Be open and make sure that everyone has a chance to participate.

• Remember that personal stories that connect to the reading and open-ended questions about the text are welcome.

• Decide how much of the text to read and rotate the roles that each of you will fill during the next meeting.

• Make sure you have a copy of the correct role sheet.

• Read your text and prepare for the next literature circle meeting.

5. When books are finished, readers share with their classmates, and then new groups form around new reading choices. 

Literature Circle Roles

Discussion Director

• creates questions to increase comprehension
• asks who, what, why, when, where, how, and what if

Vocabulary Enricher

• clarifies word meanings and pronunciations
• uses research resources

Literary Luminary

• guides oral reading for a purpose
• examines figurative language, parts of speech, and vivid descriptions

Checker

• checks for completion of assignments
• evaluates participation
• helps monitor discussion for equal participation 

Self-Reflection: Taking Part in a Group

   Yes   Unsure      No  

1. Did I understand what my role was in the group?  

2. Did I complete my task to the best of my ability?  

3. Did I have my turn speaking?  

4. Did I let others have a turn at speaking?  

5. Did I listen while others were speaking?  

6. Did I offer to help when it was needed?  

7. Did I enjoy taking part in the group work?  

8. Did I enjoy working with the others in my group? 

Source: Jennifer Wimmer, Brigham Young University, 2011

Guided Reading

What is it?

• Teacher-supported reading of texts that are on the children's instructional level
• Done in small group setting (4-6 children, all on same reading level)
• Teacher selects text
• Each child has his/her own copy
• Teacher acts as a guide; students are responsible for reading
• Introduce text, observe students, and oversee responses to text

Comprehension

Reading is all about comprehension! 

Comprehension is an active process and includes...
The reader (background knowledge the reader brings to the reading process)
The text (the author's ideas, the words they use, and how the text is organized)
The purpose (reading varies according to purpose. reading for a recipe is different than reading a      novel)


Teaching Strategies

Have students fill the first column before reading the text. After reading, they fill in the remaining columns with whether or not they were correct.

Teachers should use a variety of questions types to deepen thinking and give the students practice using text to find information.

Source: Jennifer Wimmer, Brigham Young University, 2011

Discussion Strategies

Invested Discussion Practices

Dr. Frank Serafini – University of Nevada-Las Vegas

www.frankserafini.com

These strategies are designed to help students and teachers engage in dialogue concerning pieces of literature. They are not designed as assessment devices, nor as products to turn in for a grade. They are designed to be done by students and then used to reflect on the reading experience and share ideas within a community of readers. It’s not necessarily the activity itself, it’s how it is carried out and used to promote invested discussions.

Turn, Pair and Share – After I have read a book to the class, I invite children to turn to a partner and share their ideas. Some children may be reluctant to share their ideas in a large group setting, and often find this “pair share” more inviting. After a few minutes, I ask students to share any ideas that were discussed with the whole class. Students often come back to the group and share new ideas or their partner’s comments where they may have not done this before.

Share Circles – When students sit in a circle and face one another, they tend to have more to say and are better positioned to listen to each other. I find that when students sit in a traditional arrangement and face me in the read aloud chair, most of the comments are directed towards the teacher, rather than towards each other. When students bounce ideas off each other, the discussion is more effective and becomes less teacher directed.

Sharing Without Raising Hands – Although this may be a very difficult habit to break, if students can carry on a conversation without raising their hands to be recognized, they have to pay more attention to each other’s comments in order to know when to speak. Because they are trying to add to the conversation, children have to be listening to each other and must learn how to politely enter a conversation. I believe that when children are used to raising their hands, they simply “tune out” until they hear their name called. This is not an easy habit to break and takes much practice, but the effects on the quality of the discussions can be remarkable.

Word Storm – Have students write down ten words that come to their minds as you are reading a book aloud. Then each student chooses three words and writes a brief reflection concerning their reasons for choosing those three words. Discuss choices and reasons in small groups or whole class.

Graffiti Boards – As you reading aloud a picture book or chapter from a novel, students are invited to write “graffiti” on a large piece of chart paper in small groups. Sometimes it’s easier if you read the book twice and students write/draw the second time through. Symbols, words, sketches are all acceptable. Share with class.

Walking Journals – Purchase a notebook for students to respond to read alouds. After reading a picture book or chapter in a book, write some ideas, reflections in the notebook and give it to a student to read and respond. The student reads your ideas and then responds. The notebook circulates around the room until the next day when you can use the ideas to begin a new discussion.

Character webs – Since so many novels for children focus on characters, have students either independently or in small groups create a web of ideas about a particular character in a novel. These ideas can be shared with the whole class.

Storyboards – Either take apart old paperback copies of a picture book, or make color copies of the book and display them in storyboard fashion on the wall. This gives students new perspectives to discuss the story. You can discuss the illustrations only, the text only or the interplay between them.

Letters to Characters – Have students write letters to a character asking them questions or telling them what they thought about their actions. Give these letters to other students to respond the way they think the character would respond.

Interview a Character – Have one student pose as a talk show host and another as an important character in a story. Interviewer asks questions and the student must respond the way they think the character would respond. Student must be able to defend responses based on what is known about the character.

Sketch to Stretch – Students are given drawing paper to sketch some ideas that stretch their understandings of the story being discussed. This is not easy to make work. Students want to draw covers and illustrations. This is designed to take students’ thinking farther, it is not an art lesson.

Impressions / Connections / Wonderings Charts – Create a class chart with the following headings; Impressions – what impressed you about the book, what did you notice; Connections – what literary and personal connections did you make with the story; Wonderings – what questions or wonderings did you have about the story. These charts can be used across books or for individual titles.

Commentary Bulletin Board – Have students write down their thoughts about a read aloud or class reading on post-its and post on bulletin board. These can be used to extend discussions.

Think Alouds – Teachers “think aloud” as they are reading a book and explain to students what they are thinking about as they read the story or poem. Students are invited to comment on the teacher’s thoughts.

Illustrated Quotes – After a book has been read aloud, students are invited to select a particular quote from the story and illustrate what they think goes with the quote. The more abstract the quote, the more interesting the illustrative possibilities.

Pass a Note – Have students write back and forth about what they have been reading. No talking is allowed. Students must read each others notes before responding. This slows students down and forces them to attend to other readers’ thoughts.

Visual Story Line – Using chart paper, have students visually diagram the structure of the story. Demonstrations are essential for success. The hero cycle, multiple storyline books, complicated plot twists work well here. This should be done as a whole class before students do it on their own.

Jigsaw Reading – Students are each given a part of a story or poem. They read their part then meet in small groups to explain what their part was about and build interpretations with other students that have read other portions.

React and Retell Response Logs – Students are asked to respond in their literature response logs. They are to retell briefly what the story was about, then react to what they read. 25% retelling, 75% reactions.

Official Meanings (What would the test ask?) – In order to help students on standardized tests, we want to help them understand the different things they will be asked on these tests. In a double entry journal, on one side have students list what they think might be asked on a test, and on the other side what they think is important. Discuss these ideas.

Summary 3-2-1 – After reading a picture book, have students write a three sentence summary, then a two sentence summary, then a one sentence summary. Discuss what was left out each time and how they chose what to include. Look at the Library of Congress summary on the copyright page for more ideas. Discuss why they might be different.

Element of Literature Chart – Have students complete a chart that asks them to identify the plot, characters, theme, mood, setting, symbols etc of a book. This chart can be used across several books about the same subject or different versions of the same story.

Quality Questions – Students need to learn how to ask quality questions when reading independently. Demonstrate the kinds of questions you ask as a proficient reader and discuss the difference between literal, inferential and other types of questions.

Language Games – Vocabulary knowledge is essential for understanding texts, especially informational texts. Students need to attend to unknown words. Have students keep lists of words that challenge their meaning making processes.

Multi-Genre Writing Projects – Have students take a story or poem and transpose it into another genre, eulogy, picture book, poem, calendar, research report, postcard etc. Students’ writing must remain true to the story and true to the characters as they interpret them. Then be able to defend your choices.

Book Music – Have students select songs that they relate to a particular story or poem. Be able to discuss the connections made.

Story Scripts – take a story or poem with dialogue and turn it into a play or skit. Include blocking, stage and set directions and dialogue. This can also work in reverse, have students take a play and write a story.

Character Psychoanalysis – Have students talk or write about what is in a characters’ head, their motives and reasons for their actions. Discuss psychoanalytic theories to account for actions.

Gap Filling – As Iser has stated, writers intentionally leave gaps the reader must fill in to understand the story. Have students take a part of a story that is vague and give details to explain what has been left out.

Source: Jennifer Wimmer, Brigham Young University, 2011

Rubrics

Rubrics make assignments more clear for students and help teachers be more precise and fair in their grading of student work.

Online Rubric Maker

Source: Jennifer Wimmer, Brigham Young University, 2011

Writing Roulette

How it works...

• Groups of 3 students
• Choose 6 related words 
• Can be content related
• Have students help you think of these words
• Each student chooses two words that they are in charge of using during the activity
• Have them each get out a sheet of paper and begin a story that incorporates their two words
• Pass the paper so that each student writes one of the parts of the story for each story
• Three parts to the story
• Setting and characters
• Problem or goal for the main character
• A resolution

Source: Jennifer Wimmer, Brigham Young University, 2011

Biopoems

Students can write these poems about themselves (as a way to introduce themselves), about a character in a book, or about a person from history.


Form:
First name
Four traits that describe the character
Relative of
Love of
Who feels
Who needs
Who fears
Who gives
Who likes to see
Resident of
Last name

Source: Jennifer Wimmer, Brigham Young University, 2011

Quick Writes

Students write for a short amount of time on a specific topic given by teacher. 

Can be used to activate prior knowledge:

• "Today we are going to learn about freedom of speech. I would like you to write everything you know about this topic in two minutes."

Can be used to summarize learning at the conclusion of a lesson

• "Today we talked about freedom of speech. I would like you to write about one incident in your life when you felt you exhibited freedom of speech or were prohibited from freedom of speech."

Source: Jennifer Wimmer, Brigham Young University, 2011

6 Traits

Ideas & Development

• —The students must generate IDEAS to address the TOPIC and DEVELOP the ideas so they can address the PURPOSE of the writing piece.  It is the CLARITY and FOCUS.

Organization

• The students must ORGANIZE the writing in a specific form. The writer examines the sequencing of the beginning, middle, and end of the writing piece.

Voice

• Addresses the audience in the writing. The writers own personality and the writers awareness of the person or persons who will be reading the piece are evident

Word Choice

• Encourages the writer to choose specific language appropriate to the topic, audience, and purpose of the writing.

Sentence Fluency

• Examines how sentences have been put together or ordered. 
• Encourages variety in sentence length and structure.

Conventions

• The "cleaning crew" of the writing piece. 
• Comes after revisions have been made and the writing has its shape and purpose nailed. 
• The editing of the piece.

Source: Jennifer Wimmer, Brigham Young University, 2011

Writing Workshop

Five Phases

1. Teacher Sharing Time
2. Mini-Lesson
3. State of the Class
4. Workshop Activities
5. Sharing Time

Teacher Sharing Time

• Introduce new forms of writing
• Share personal writing
• Excite students about writing

Mini-Lesson

• Based on students' needs
• Teacher answers questions about the writing process
• Teacher and/or student samples are used as models for the lesson

State of the Class

• Students report where they are in the writing process
• Roll call
• Report on a chart (can use clothespins with students' names on them)

Workshop Activities

• Four Phases of Writing Process
• Prewriting/drafting/revising
• Peer editing conferences
• Final edit with teacher
• Publish
• Should last 30 minutes or so

Sharing Time

• Students who have published work take part in sharing
• Celebrate student work

Source: Jennifer Wimmer, Brigham Young University, 2011

Writing Quotes

"Writing comes more easily if you have something to say."  - Sholem Asch 

"How vain it is to sit down to write when you have not stood up to live."  -Henry David Thoreau

"Every writer I know has trouble writing."  - Joseph Heller

"Words are sacred. They deserve respect. If you get the right ones, in the right order, you can nudge the world a little."  - Tom Stoppard


Source: Jennifer Wimmer, Brigham Young University, 2011

Introducing and Solidifying Vocab Words

Source: Jennifer Wimmer, Brigham Young University, 2011

Resources for Teaching Vocabulary

www.wordorigins.org

www.dictionary.com

www.readwritethink.org

     Go to lessons, choose grade level, then “learning about language”, choose

     vocabulary.


Source: Jennifer Wimmer, Brigham Young University, 2011