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  • Serious readers know that reading is a private affair. They engage their mind with an unseen voice that comes invitingly across those white pages with black symbols on them. Serious readers don't need lures, or need to be enticed to explore the pleasures reading can bring.
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    Putting the 'Fun' in Reading Fundamentals

    by Marlene Caroselli
     | Oct 23, 2012
    photo: Enokson via photopin cc
    Serious readers know that reading is a private affair. They engage their mind with an unseen voice that comes invitingly across those white pages with black symbols on them. Serious readers don't need lures, or need to be enticed to explore the pleasures reading can bring.

    But what about unserious readers? Those who have not discovered the joy in letting one's eyes rove along verbal paths, sometimes for hours at a time?

    Teachers can enhance the reading process so that, in time, the reluctant reader becomes what Urie Bronfenbrenner describes as a self-connoisseur—an individual who has found that learning is its own reward. Once "hooked," reluctant readers need no further enticements to listen to those unseen voices. They are driven to read and to learn for the sheer pleasure of discovery.

    To facilitate such discovery, I like to use the pairs- or group-approach to develop reading skills. Here are a few examples of how I do that.

    Have them determine MSF’s (Most Significant Facts).

    Give students a few minutes to make note of the two most significant facts they have learned in the assigned reading materials. Then ask them to partner up and tell each other what they’ve written.

    The next step requires the partners to find two other people who combined have written four facts, at least three of which must differ significantly from what the original pair of partners wrote. Once the four have formed their own team, give them some time to discuss what they wrote and why.

    Use an outline.

    Next comes the outline—a BIG outline. It should summarize the main points from a fact-filled passage each child has read. Attach the outline to the wall, and then have a representative from each team come up and write a fact from memory, related to one of the points on the outline. (No notes allowed!) If the writer gets stuck, he can call for help from his group members.

    Option: This activity can be done in the form of a relay race. Each person on a team will write one fact, and pass the baton (colored marker) to the next person. The challenge comes after the first person on each team has written one fact: subsequent writers are not allowed to repeat anything that has already been written. Make sure each team has the same number of players. Award points and give the winning team a night off from homework as their reward. If a child writes an inference rather than a fact, the team loses two points.

    Assemble and moderate a panel.

    You can ask for volunteers. You can make appointments. You can require every group to participate. No matter how you get the people on the panel, though, the “rules of review” will be the same:
    • You will pose a question related to a passage the whole class has read.
    • The panelists will respond.
    • You will intervene if the debate becomes too heated or if any one person is long-winded.
    • You will call on those who are not contributing and ask for their opinions. (Tell them you are not doing this to force them to share their ideas, but rather, because you know that the best ideas are often found in the quietest people. Let them know you would appreciate their input.)
    • You will involve the audience at appropriate times.
    • You will summarize the work of the panel at the end and draw connections to the reading passage.
    Tip: Master the art of the segue so you can make the discussion flow seamlessly and easily from one person to another, from one topic to another. It won’t be as easy as you think. Practice by asking a friend to carry on a conversation with you. At the end of his first sentence, you still step in. You’ll take the last word he spoke and use it as the first word in your response. Or take two totally unrelated words and find a common link between them.
    • Practice example: “December” and “memory”
    • How to segue between them: “T. S. Eliot said that April is the cruelest month of all. But those of you who live in Buffalo, New York, have winter memories, I suspect, that show December has its own kind of cruelty.”
    You might even take two unrelated words and ask for a volunteer to relate them in terms of a specific character from a book the class is reading. The rest of the class can decide if the segue was good, great, or golden.

     
    photo: mbeo via photopin cc
    Pop-quiz them.

    Quizzes can be used for more than just finding out how much learners have learned. They can also be used to remind learners of what they should have learned. And you don’t have to take time to write the quiz out in advance: the “pop” should apply to both your and their willingness to carpe the diem.

    Tip: As we cover the material in the book, handout, or curriculum, I pencil in a number in the Instructor’s Guide, next to a point I want them to remember. When I hit ten or twenty, I tell them it’s time for a pop quiz. Then, I just go back to the first penciled number and pop the question. Do all ten and you have an easy 100-point quiz, with each question worth ten points (five each, if you have twenty questions).

    Draw the outline of a body on flipchart paper…

    …and post it on a wall. Depending on the size of the class, have large groups go up, markers in hand, and write one fact somewhere on the body, a fact related to a reading passage they have all studied. First, though, explain what all of the body parts represent:

    Head: Here they will record something that increased their knowledge of the subject.
    Heart: Here they will record something about which they feel strongly, perhaps even passionately.
    Hands: Here they will record a hands-on activity and what they learned from it.
    Legs: Here they will record something that “has legs.” In other words, something that they will continue to use or will share with others.
    Feet: Here they will record something that they will take immediate action on.

    Tip: If you’re going to have students trace each other’s bodies on the flipchart paper, make sure to have them use pencil or washable marker—never a permanent marker (unless you’re ready to make some parents permanently cranky with you!)

    Marlene Caroselli, Ed.D. writes extensively about education topics. Among her books on the subject are 500 CREATIVE CLASSROOM CONCEPTS and THE CRITICAL THINKING TOOL KIT.

    © 2012 Marlene Caroselli. Please do not reproduce in any form, electronic or otherwise.


    Teaching Tips: Grammar Games to Deliver Fun and Confidence

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  • Trading CardsReadWriteThink's new Trading Cards mobile app—free on iTunes—lets students create cards for people, places, events, vocabulary words, and more.
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    Create Interactive Trading Cards With ReadWriteThink’s New Mobile App

     | Oct 23, 2012

    by Elizabeth Bleacher

    Building off the success of their online, computer-based interactives, ReadWriteThink has developed their first mobile application for tablet devices. ReadWriteThink’s Trading Cards mobile app was developed as a classroom tool to help students summarize what they’ve learned. Teachers can use it across content areas, and students are motivated to demonstrate comprehension on any topic through the familiar, fun format.

    Trading Cards is ideal for students in grades 3-8 and is a great way to integrate technology into the classroom. Lesson plans that integrate the app can be found at ReadWriteThink.org.

    Trading Cards

    First, students are prompted to create a username. This feature gives students a way to store their work and helps to prevent accidental deletions by other students sharing the same device. The User Manager allows teachers the ability to restore any accidental username deletions within a two-week period.

    Trading Cards

    Once logged in under their username, students select a card category from a host of options: real or fictional person, real or fictional place, object, event, or vocabulary. This varied selection of categories allows the app to be used for everything from character biographies to personal cards for icebreaker activities. The vocabulary card is a great tool for studying STEM and content area vocabulary words.

    Trading Cards

    Each section of the card has guiding questions that relate to the chosen category. The questions progress in difficulty as students complete the card. Initial questions are rather literal, but later questions require more critical thinking from the student. Since the text fields have a limited number of characters, students are challenged to be concise with their responses. This will help them pull out the most critical information while also considering the information’s larger implications within the text.

    Trading Cards

    Students can customize their card by adding a photo and by changing the design of the card. Once completed, students can save their work to the device, send it as an e-mail, or print it.

    Trading cards can be grouped together in collections or left as individual cards. Card collections allow students to organize their learning into categories of their choosing.

    The app takes advantage of intuitive touch-screen movements, allowing most students to manipulate the screens with ease. However, instructional tips aid students who may be unfamiliar with tablet devices. This easy and engaging format helps promote the app’s appeal inside and outside of the classroom.

    Trading Cards is available for free on iTunes, and the free Android version is coming soon.

    The International Reading Association partners with the National Council of Teachers of English and Verizon Thinkfinity to produce ReadWriteThink.org, a website devoted to providing literacy instruction and interactive resources for grades K–12. ReadWriteThink presents teachers with effective lesson plans and strategies, a professional community, and engaging online interactive student tools.

    Elizabeth Bleacher is the strategic communications intern at the International Reading Association.

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  • A BREAK WITH CHARITY: A STORY ABOUT THE SALEM WITCH TRIALS is an historical fiction novel set against the backdrop of Salem Village. The story centers on the witchcraft trials through the perspective of Susanna English, who knew that the young women who "cried out" against witches were aware of what they were getting themselves into. Loathe to reveal their secret, for fear of retribution against her or her family, Susanna struggles with guilt as each one of the nonconformists who was accused were led to the gallows.
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    • Putting Books to Work

    Putting Books to Work: Ann Rinaldi's A BREAK WITH CHARITY: A STORY ABOUT THE SALEM WITCH TRIALS

    by Susan Kaye Jennings
     | Oct 22, 2012
    This post originally appeared on the Engage/Teacher to Teacher blog in October 2011.

    A BREAK WITH CHARITY: A STORY ABOUT THE SALEM WITCH TRIALS by Ann Rinaldi (Perfection Learning, 2003)
    Grades 6-10

    A BREAK WITH CHARITY: A STORY ABOUT THE SALEM WITCH TRIALS is an historical fiction novel set against the backdrop of Salem Village. The story centers on the witchcraft trials through the perspective of Susanna English, who knew that the young women who "cried out" against witches were aware of what they were getting themselves into. Loathe to reveal their secret, for fear of retribution against her or her family, Susanna struggles with guilt as each one of the nonconformists who was accused were led to the gallows.

    Using this book in the classroom will provide students the opportunity to step inside an episode in history while reading a novel. Using historical fiction in the classroom will help you present past events in a fun and interesting way. It’s also a great way to incorporate research skills into your lessons.

    Cross-curricular Connections: history, art, research, writing

    Ideas for Classroom Use:

    Characterization of the Accused

    In this activity, students complete a characterization portrait on one or more of the accused girls in Salem. The students will look into the history of these girls and create a portrait of them to help them visualize how these girls were portrayed during this period. Some questions to ponder:
    • Who exactly were these girls?
    • What made the community think they were practicing witchcraft?
    • How did they react when accused?
    • Did they confess?
    • What happened to them?
    Creating an Interactive Timeline of the Salem Witch Trials

    Using historical fiction and nonfiction, students create a visual timeline of the events that occurred during the time period of the Salem Witch Trials. Using the Timeline Tool at ReadWriteThink, the students will conduct a historical date search within books and websites that are based on the Salem Witch Trials.

    Completing the timeline will help the students create a visual graphic organizer of the time period that will aid in their comprehension. They can create a timeline that extends from the birth of Salem to the end of the witch trials or just cover the beginning of the trials to the end.

    Explore More Literature on the Salem Witch Trials
    • Aronson, M. (2003). Witch-hunt: mysteries of the Salem witch trials. New York: Simon & Schuster.
    • Duble, K. B. (2007). The sacrifice. New York: Aladdin Paperbacks.
    • Hemphill, S. (2010). Wicked girls: A novel of the Salem witch trials. New York: Balzer & Bray.
    • Jackson, S. (1956). The witchcraft of Salem Village. New York: Random House Landmark Books.
    • Miller, A. (2003). The crucible. New York: Penguin Classics.
    • Myers, A. (2009). Time of the witches. New York: Scholastic.
    • Petry, A. (1991). Tituba of Salem Village. New York: Harper Collins.
    • Wallis, J. (2005). The Salem witch trials. Boston: Houghton Mifflin.
    • Yolen, J. & Stemple, H. (2004). The Salem witch trials: An unsolved mystery from history. New York: Simon & Schuster.
    Additional Resources and Activities:

    Salem Witch Trials: The World Behind the Hysteria (Grades 6-10)
    Discovery Education’s media-rich site offers images depicting life in 1692 Salem, a narrated summary of the witch hunt, and information about the people behind the trials. There’s also a wonderful list of Teacher Tips for creating a classroom unit on the trials.

    An Exploration of The Crucible through Seventeenth-Century Portraits (Grades 9-12)
    Students create Trading Cards for one or more characters in THE CRUCIBLE. You could adapt this to A BREAK WITH CHARITY, as it pairs nicely with the written character analysis assignment given here. ReadWriteThink’s Character Trading Cards interactive provides the perfect starting point.

    Beyond the Story: A Dickens of a Party (Grades 6-8)
    This is another lesson plan that’s easily adapted to most works of historical fiction. Students research the time period of a book and collaboratively plan a party for its characters. You could assign them characters to portray while attending the party (perhaps the same characters they’ve created Trading Cards for).

    Susan Kaye Jennings is a graduate assistant at Texas A&M University in College Station, Texas. Previously, she taught self-contained life skills to students in (K-5) for nine and a half years. at the same elementary school she went to as a child. Her passions include teaching reading to children with special needs, working with teachers to determine effective instructional methods/strategies, using reading assessment to drive instruction in the classroom, and using children's literature in the classroom.

    WANT TO WRITE FOR ENGAGE? Send your name, the grade level(s) you teach, the title of book that you put to work, and a line or two about how you use it in your classroom to engage-membership@/

    © 2012 Susan Kaye Jennings. Please do not reproduce in any form, electronic or otherwise.


    Putting Books to Work: Judy Cox's ONE IS A FEAST FOR A MOUSE: A THANKSGIVING TALE

    Season's Turning: Autumn Book Reviews
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  • Denise StuartDenise Stuart from the Technology in Literacy Education SIG shares how to assess and plan for differential use of e-readers in classrooms.
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    TILE-SIG Feature: Differentiating Book Clubs and the Potential of E-Readers

     | Oct 19, 2012

    Denise Stuartby Denise H. Stuart

    In many classrooms today teachers are responding to learner’s needs through differentiated instruction where they offer respectful tasks, flexible grouping and ongoing assessment and adjustment (Tomlinson and Allan, 2000). They may vary content in using texts at multiple reading levels, process through a variety of activities and product as students are encouraged to express what they learned in varied ways, often of their choice. The use of digital text with e-readers may be a powerful tool to facilitate differentiating instruction in the classroom, especially with student-centered literacy approaches such as Book Clubs and Literature Circles where groups of learners are reading and responding to the same or different texts.

    Using today’s ubiquitous technologies has emerged as a way to engage and motivate readers. In a case study of two readers of diverse reading levels and linguistic backgrounds Larson (2010) describes how the features of the e-reader provided individual support as they read and responded to literature. Larson concluded that “digital readers show promise in supporting struggling readers through multiple tools and features” (p. 21). Beyond the portability, ease of access and adjustments to font, e-readers have features to support comprehension. Readers can look up the meanings of words or phonetic spellings to “sound out” unknown words using the built-in dictionary. The text-to-speech feature can be activated to listen to challenging words or passages. Readers can create digital bookmarks or use the highlighter feature in preparation for sharing passages with others. Some e-readers support students in making notes or comments that can be shared on others’ devices in their e-reader book club.

    e-reader  e-reader 

    In order to assess and plan for differential use of e-reader features ReadWriteThink offers an instrument, the Digital Reader Tools and Features Anecdotal Record for teachers to review what their readers are using and make decisions about what instruction to offer for continued use of the e-book. In the featured author section of the site Lotta Larson shares her experiences with e-readers and links to a series of detailed lesson ideas using e-readers for engaged reading, vocabulary development, response activity and online discussion. A comparative chart developed on ReadWriteThink offers Suggested e-Book Resources.

    Media specialist at the NIHF STEM middle school, Susan Hall implements differentiated book clubs with e-readers. Learners in “Book Club Café” receive additional support through read alouds, ongoing focused discussion, conferencing and explicit instruction as needed. Hall notes e-readers function to respect and perhaps protect learners from displaying what their peers might consider low level reading material. Learners in the “Book Bistro” read the same book independently and join book discussions of focused prompts or recommend books to be read with open-ended questions. A group of independent readers each selects a different text to read and choose their own topics to be discussed. Susan describes these as “Socratic discussions” where they ask the big questions like “what is reality?” She considers starting a graphic novel book club for all interested. Her students are developing both platform and text preferences in reading as they use a variety of features and e-readers, from apps on laptops and smart phones to popular e-reader devices. The potential for differentiating instruction is facilitated with the use of the e-reader and purposeful planning.

    students with e-readers  a student with an e-reader 

    References

    Larson, L.C. (2010). Digital readers: The next chapter in e-book reading and response. The Reading Teacher, 64(1),15-22.

    Tomlinson, C. A. & Allan, S. D. (2000). Leadership for differentiating schools and classrooms. Association for Supervision and Curriculum Development.

    Denise Stuart is from The University of Akron, Ohio.

    This article is part of a series from the Technology in Literacy Education Special Interest Group (TILE-SIG).

     

     

     

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    Character Connections: Finding Yourself in the Story

     | Oct 18, 2012
    IN OTHER WORDS
    BY LISA GRAFF
    Oct 18, 2012
     
    A few years back, I found myself in a small town in Illinois, visiting an elementary school in which every single student, from the kindergartners to the fifth-graders, had read my first novel, THE THING ABOUT GEORGIE. As the librarian shuttled me through the hallways early that morning to prepare for my first presentation, I noticed an amusing trend.

    One after the other, the students I passed on their way to their classrooms—children who had clearly been told repeatedly that “The Author” would be visiting their school that very day—stared at me, the stranger in their school carrying her large cup of coffee, and whispered to one another about whether or not I might be Her. And without fail, one by one, each group of students decided that, nope, I wasn’t it. Couldn’t be. Even if I did sort of look like the lady on the back of the book.

    Why, you wonder? How could hundreds of children independently come to the same faulty conclusion, based on pretty much zero evidence? Easy: Because Georgie, the main character in my novel, was a dwarf, and I (at 5’10’’ without heels) clearly was not.

    This sort of thing happens nearly every time I visit a school to talk about THE THING ABOUT GEORGIE, and it never fails to make me laugh. Because, of course I don’t need to be a dwarf to write about someone (a boy, at that!) with dwarfism. I rely on things like research, and introspection, and my own imagination to make a character very different from myself come to life. As an author, that concept seems very clear.

    But as a reader, well, I must admit I often find myself making the same assumptions about authors and their protagonists. Every time I reread THE GREAT GILLY HOPKINS, I want to believe that Katherine Paterson must have some of Gilly’s stubborn spark in her, because otherwise how could she write the character so brilliantly? And Gary D. Schmidt clearly had a bit of a troubled childhood, and found a teacher who helped turn him around, or how else could OKAY FOR NOW’s Doug Swieteck feel so real? And don’t even get me started on Harper Lee and Scout Finch…

    Obviously, I’m aware that these are works of fiction, whose plots and settings and details have been carefully crafted for the sake of good storytelling. And I understand that even in autobiographical novels, such as TO KILL A MOCKINGBIRD, no fictional character can be an exact representation of the author. Thoughts, feelings, events, and beliefs must all be tweaked and manipulated to work within the larger whole of a protagonist’s story.

    But when I’m inside a delicious novel, none of these truths about crafting fiction seem to matter. When I’m reading a story—a really, really good one—and connecting deeply with a character, it feels like there’s absolutely no way the writer could have created someone so real, so affecting, if he didn’t know his subject, well, personally.

    As readers, we develop meaningful bonds with our favorite protagonists. We read as the main character—we walk around in his shoes, see the world from her eyes, for those few hundred pages until the story ends. We cheer when our hero achieves a great victory, and swoon when the heroine finds her true love, and weep when our now dear friends receive some injustice. When a character with whom I feel a bond makes a decision that I know will ultimately spell disaster, I am quite literally angry with him. “How could you do that to yourself?” I want to shout through the pages—when perhaps what I really mean is: “How could you do that to me?” One need only poke a head inside the still-raging debate over the romantic choices of Bella Swan or Katniss Everdeen to understand that readers—passionate, vocal, occasionally crazed readers—tend not to form opinions about potential love interests based on which matches would be right for the character herself, but rather on their own personal ideals (for the record: Team Jacob, Team Gale, no contest).

    As an author, however, I don’t write with that sort of fierce connection to my characters. Oh, I adore them. I find them at turns interesting, frustrating, and downright curious. But I don’t write as them. Even while working on my third novel, UMBRELLA SUMMER—my only book to date inspired by events in my childhood—I never once felt that the protagonist was a representation of me. In that novel, the main character, ten-year-old Annie Richards, has developed a rather extreme hypochondria, and worries in turn about everything from smallpox to gangrene to runaway zoo animals, and at one point even suggests that her best friend’s hamster might have seasonal affective disorder. To put it quite simply, Annie is a worrywart.

    I, like Annie, was a bit of a hypochondriac when I was a child. And, like Annie, my hypochondria stemmed from a traumatic experience. When I was nine years old, my older brother suffered severe kidney failure, and spent about a month in the hospital, close to death, until he ultimately recovered. (At this point in the story I always feel the need to let people know that my brother, unlike Annie’s in the novel, survived his illness, and is now a healthy adult.) But my hypochondria took a very different form than Annie’s, as did my path to wellness. And while I was mostly a shy, straight-A type at that age, Annie’s character is much more boisterous, and impetuous than I could ever dream of being. (At one point in the novel, infuriated with her former best friend’s lack of understanding, Annie makes the curious decision to hose down her entire Junior Sunbird troop at their annual Fourth of July car wash fundraiser.) So really, despite our shared experiences, it feels like quite a stretch to say that the character of Annie and I are much of anything alike at all.

    However, if a person’s life could be said to have themes, in the way a novel does, Annie and I would share a big one: The realization that grief and worry are no substitute for a life well lived. So in that regard we are extremely similar. So too do the themes of my other protagonists’ stories mesh with mine. Like Kansas and Francine (the dual protagonists of my most recent novel, DOUBLE DOG DARE, who simultaneously battle in a high-stakes dare war and attempt to cope with the divorces of their respective parents), I have struggled to make sense of an occasionally unfair hand I’ve been dealt. And even like Georgie, the ten-year-old dwarf from THE THING ABOUT GEORGIE, I have in my own way felt out of place in the world.

    I once had a student ask me, during a school visit, if I ever felt guilty for putting my characters in bad situations. And my answer surprised even me a little: No, not in the slightest. In fact, I like putting my characters in bad situations, because conflict is the root of good story, and we can’t learn anything about a character at all if we don’t see what she’ll do when faced with real challenge. So I don’t need to write a character who would only do the things I would do, or who only holds beliefs I hold, because I already know how that character’s story would turn out (and quite frankly, it would be a fairly dull read). I enjoy exploring new characters, foreign ones, and seeing what they will do and say and think.

    Really, it’s only after a story is finished—written, rewritten, edited, copyedited, and published—that I tend to see myself in it. At that point I begin to discern, bit by tiny bit, which aspects of the character were pulled from my own personality, and which struggles, hopes, and worries we share. Because, yes, there is quite a bit of me in every single character I write, good or bad. Girl or boy. Dwarf or hypochondriac. But perhaps the most important skill a writer can have is to blindfold herself to those similarities, and to write from imagination—even if what she is imagining turns out to be nothing more than a different version of herself.

    Lisa Graff grew up in a small California ski resort town. She earned a degree at UCLA and went on to receive an MFA in writing for children from the New School in New York. She is the author of THE LIFE AND CRIMES OF BERNETTA WALLFLOWER and THE THING ABOUT GEORGIE, which was named to nine state reading lists. Her most recent novel is DOUBLE DOG DARE.

    © 2012 Lisa Graff. Please do not reproduce in any form, electronic or otherwise.


    In Other Words: Emily Jenkins (Invisible Inkling series) Finds Her Protagonist

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