From Stacy: Dr. Steven Layne
Clear
Communication-
- The
teachers night before Christmas- check out this book
- Igniting
a Passion For Rding- professional, maybe add to pro collection
- Reading arsonist- love this metaphor!
Fan the flame to grow the love of reading.
- This
Side of Paradise- check out this book. For those that hate to read.
Paradise Lost is sequel.
- Love
The Baby- K-3- baby comes home. Adjustment to new baby in the house using
rabbits.
- Mergers-
possibly dystopian novel. No racial differences in this society, but babies of
different races are born and need to be destroyed
- Crystal
Apples by
Sara Holbrook
- 3 kinds of reading fires:
- Bonfire- controlled fire, plan to
light the fire. Get everything ready before you spark it and it burns
furiously.
- Flash fire- unlike bonfires,
flash fire happens suddenly. Two combustible items come together and BOOM!
- Wild fire- uncontrollable,
extensive and can move in any directions allowing it to affect everyone around
the fire. How do you choose to deal with them and think outside the box? Reading wild fire- happen by accident.
Shopping for books: preview a book (how do you know about a book) classroom
teacher, one piece is the dedication in the book (think about the dedication,
who might it be). Explore the inside of a book to find out about the book. Read
the dedication and dare child to stand up and tell the first thing that comes
to mind. Reads the title- your first book that you ever created and have them
think about the title, "If you published a book, who wouldn't Care about
the title." "What if the publishing company wanted to change the
title because they know better." Come to the library- "Someday book
list" "books to consider" with categories from the preview
lessons. The librarian has pulled many books on the tables with covers facing
up. You can't talk to anyone, only use the previewing skills to put on their
shopping list. Do this for 10-15 min and then talk to each other for 10-15
minutes about book choices.
Every
person in a school should be a hero to a kid at some time. Everybody in the
building should be someone's hero. =flash fire
Session : Assessment and Collaboration- Eastman
Web
tools to use for formative assessment-
1. Pre-assessment
Real time assessments-
computer based test where you are given a code for each student. Program
already creates questions. I do NOT create questions. Doesn't entirely match
fluency continuum.
Poll Everywhere- quick way to
access an audience. Need to be able to use cell phones. Can choose to have
number students call as text or tweet or email link. Can also have students use
computers, devices are not needed.
Can download data into excel spreadsheet
or power point.
Wallwisher/padlet- creates a
wall. Students do not need to have a log in! Works with a smart board. Sticky
notes are there with questions. Place where students can leave questions or
concerns about a project. Set up so I can approve the question or comment.
Spread out to see all the questions and answers. Different wall for each class
or project. I can put question up there and have students answer those
questions. Printing is a possibility.
Wiggio- looks like Facebook. Create
a class and you can response. documents can be attached. has text feature where
a new post comes up, students get a text message. Downside- sometimes issues
with school filters. Once logged on, all is good. Issue is logging on.
Positive- subgroups within the groups, pull in Google docs
Edmodo-
can leave assignment for students to do when there is a sub. This and campus
are better for education. This one slightly more user friendly.
My Big
Campus- both of these are similar to wiggio. Has more- students can create a
post and string of responses.
Story
board- more
of a summarize- storyboard that www.storyboardthat.com creating an electronic
storyboard- very cool! Does cost money. $30.00 for infinite people to use. Can
look at their progress when you can't get to all of them during class.
Google
docs- with google apps
Class
dojo- has an
app. Can set up the classes and icon for each kid. Seems to be better for a
librarian that is seeing the same kids every week or on a fixed schedule.
Keeping track of behavior. Can add specific of assignments. Gym teachers too,
great if teachers have iPads. Students get their own log in and can track
themselves, simple program. Quick, easy and rapid. Works better in Firefox
**side note-
google
docs,
Summative
assessment
curation
(livebinders, ScoopIt. Diigo, etc.),
portfolios,
smartresposne clickers,
Common Core and the Teacher in You
"Curriculum
is not an announcement"- ex. Today we are going to learn about the civil
war
Cone of
learning- Edgar Dale
"Creative Group
Research"
RAFT-
role audience format topic (used for differentiated instruction)
Research
the historical time period around a fictional novel- note: can be done with
science topics too. Note:
research before to build prior knowledge
As a
class, the six groups will create a large grid of resource, images and
informations to learn from. -used bulletin board paper to cover the wall and
make a living research paper. Note: good idea for 6th grade. (2 sources and 2
notes from each source) no two subtopics. Can't duplicate the same article
amongst group members.
Below the
column for each group the folder has the works cited. Text, citations and
images are on the bulletin board paper above the folder.
Mini-research-
images and lessons about how to caption images.
Observation- questions- interpret= show an image and they fill
out a chart with
I
noticed... I wonder.... I think.... these components
Then used these words to
enhance their writing of their research.
Then from
seeing the living research wall, they can choose a different perspective or
keep the same to write their story using RAFT
"Research
inform writing."
Highlight
the parts of research that are in the story, poem, eulogy, etc. when they hand
it in for a grade.
Interest
in Pinterest
Amy Reddy and Stacey's notes:
ATBOT/The
Book Bug- one person to follow that has much information about libraries.
Ms. O
Reads Books: Pinterest & Teacher Librarians
Repinly-
stats for Pinterest
Visual
images + discoverability of content + social relevance=powerful tool
3 ways
to pin
Website -Click pin it button
On
Pinterest
Create your own pin- need image to upload
LIKE- you can let the person know
you liked it. The likes are also on your board. Good to use if you don't have a
board for that particular item.
Go to
education category- see broad ideas for education.
Can make
a library board and put some recommended reading lists.
Can also
search common core.
Copyright issues: This is a big issue since you are taking images and information from websites and pinning them to your own board. Use "Copyright Common Sense" to avoid getting in trouble:
- Upload your own images and content.
- Pin from pages that give you a Pin it button
- Be sure you are not pinning copyrighted content.
- Do not pin celebrity photos.
-Users can be sued- safe= use
own content, pin from pages that give you a
Pin It button, be
sure you are not pinning copyright content, do not pin celebrity photos
E-commerce- Pinterest drives more sales than Facebook In business and websites section.
-
Secret Boards - these are new and only you can view them (these are ideal for
weddings, surprises, etc). Once you make them public though, they
can never be made secret again.
How
libraries are using Pinterest:
- -
Karen suggested taking a look at Eduemic: 20 ways libraries are using Pinterest
right now (http://edudemic.com/2012/03/20-ways-libraries-are-using-pinterest-right-now/)
- can be used to get ideas and share ideas
- can be used as outreach
- use Pinterest for access to digital collections, reading programs, book clubs
or reading groups
- If you create a Pinterest board for your library, make sure you set up the
account separately for your library and not as your personal Pinterest board;
include the library's name in the Board title
- To search for other libraries that are using Pinterest, use the
"People" search and type in "School Library"
- A few school libraries to take a look at to get ideas are: Parkland High
School Library, Rhinebeck High School Library, and Pittsburg High School
Library.
- Share out
information
- Get ideas
- Student
use- college definitely using, some high schools
If you
make an account for your school
Use a made up email account in gmail or
yahoo or something not personally
connected to you
Make sure "school library" is
in title so that when people search that term, they find
your school's Pinterest
page.
Search "20 ways libraries are using
Pinterest Right Now" to get some ideas.
Firefox or Goggle Chrome works better for searching
on Pinterest- issues when using
Internet explorer
"CREATIVE" GROUP RESEARCH
RAFT Project-double duty project that combines
non-fiction research and creative writing Used with To Kill a Mockingbird
(grade 11) and Night (grade 10) Learning Goals Use Noodletools collaborative
group works cited and notecards Understand historical context Be able to use
and cite books and ebooks for research Use research to inform creative writing
1. rank the provided research topics from 1-6
1 most interested, 6 least
2.Choose groups-teacher chosen
3. In the groups research approved subtopics 4. Must
bring in two reliable sources that talk about subtropical
5 Cite sources and create one notecard that describes its
information in 4-5 sentences.
6. Create a single bibliography for entire set of
resources 7. Group finds 5-7 images that connect to larger topic. Each image must have a caption of 2-3
sentences.
8. As a class 6 groups create a large grid of resources,
images and information for everyone to learn from. Research grid/big green wall/wall of
information 9. RAFT Activity-students take on role of person of the time period
and write in a certain format (diary, interview, newspaper article, etc.). This
is a grid paper where students choose a ROLE, AUDIENCE, FORMAT and TOPIC.
Research must inform the writing...students become
historical fiction writers themselves.
Project requirements:
2 sources
1 book and 1 other outlet
2 notecards
Images
Citations
Project ends with a Gallery Walk and then students are
able to write the research paper based on all the research found by everyone in
the class. After Gallery Walk, students
can choose whichever subtopic they want, even if it is not their own researched
topic, to write the final creative writing.
Great APPR material
Follows Danielson Rubric
Student thoughtfulness was very evident with final
products. Students went so far as to
look up how to age paper on YouTube.
3 days in library for research
35 minutes to Gallery Walk
Student interest is very high
From Barbara:
§
Josh Perks led a session on suggestions for having students shoot video and
then edit it in Windows Movie Maker. He had some excellent instruction
but I did not think that this session was very useful since to learn, we must
be doing it ourselves.
§
Evaluate your library
program. The Assistant Superintendent in
charge of curriculum recently implemented a plan in a Rochester district school
where every department had to have a review of their program every 5 years and
last year the entire library department sat down with members of various
departments, administrators, board and community members. See general
guidelines on their web page: http://www.bcsd.org/district.cfm?subpage=44497
The advice they gave to planning out an evaluation is:
o
Think about the end
goal. What type of data do you want to gather.
o
Determine desired
information and its availability before the process begins.
o
Do the SLMPE rubric as a
baseline.
They were able to add staffing and
additional funds to their book budget due to the results of their evaluation!
§
Is Your Digital Toolbox
Getting Rusty? By Melissa
Jacobs-Israel. Check out the AASL Best Websites for Teaching and Learning:
http://www.ala.org/aasl/guidelinesandstandards/bestlist/bestwebsites
These are vetted websites that are high-caliber and support inquiry-based
teaching and learning. The following are among the best sites she recommends
for content
o
DocsTeach http://docsteach.org/ This site is for teachers and librarians and not students.
You can locate documents and then share the URL with students.
o
Iwitness http://iwitness.usc.edu/SFI/ This site created by Stephen Spielberg has videos of holocaust
survivors stories. This is searchable and students can create videos by
pulling from the content and create new meaning.
The following are among
the best sites she recommends for Constructing:
From Terese:
Skype session presented by Jane Reeves.
She showed us how easy it is to set up Skype, but not to worry about technical
problems. We had the opportunity to Skype with Denise Kiernan,
author of The Girls of the Atomic City. The author was excellent and I plan to
order the book. A couple of resources:
From Sharon Stone:
All of the author talks were wonderful.
I attended the Kathy Schrock session on infographics.
While I came away with a list of web sites to use to create the infographics
what I was really interested in was the assessment piece promised in the title.
There was little discussion of assessment in her presentation.
Kerri Burch posted a great list of resources from that session.
I attend the “App-pealing” workshop. As soon as
I sort through all of the stuff I brought home I will copy and post the
bookmarks provided.
I also attended the “Evaluate Your Program” session.
This was a bit overwhelming for me, what a huge daunting task. Kudo’s to
the librarians in the Brighton School District who went through this
process. Every aspect of their program was looked at and discussed.
They received more funding in some areas and in others had their eyes opened to
their weaknesses. They were very honest about the process and would be a
great resource for anyone considering this process.
Conference Handouts:
Stephen Layne's session gave us three ideas to bring back to our schools that help reach
those readers who can read, but don't. These ideas involve more than just
librarians, although they can all be modified.
3 strategies for motivating the
aliterate readers:
Elementary Cafe- once a month
·
PE, Art, Music, Librarian, Reading teacher
·
Mothers made food and drinks.
·
Art teachers made posters (LOTS of POSTERS). They had a picture of
a the host and a picture of the book that will be featured.
·
A different host or hostess each month a different book that is
going to be featured. Students don’t need read the book prior to session. The
host or hostess picks a book that isn’t in the curriculum. 10 minutes you tell
the kids why you picked the book and for 20 minutes you read experts. For 10
minutes get to ask questions and then they check the book out. For elementary
you can do three books.
This Book was
First Read By:
The First Read Club: students get
to see new books before anyone else gets to see them. They get to bring one
home read it. Then they set up an interview with adult in building and then
they have a discussion. Did you like the book if not, what kind of a person
would like this book? Then you put the sticker in the book that is said This
Book was First Read By: _________________ and put in the cover of the book.
Have teachers be sponsors of the program who the student will talk with about
the book.
Reading Log
Selections:
Teacher hangs logs outside in the
hallway, every teacher has one hanging outside their room. Kids can fill in
their readings.
Each student has their own small
one.
Name____________________________________
Grade: _______________
Quarter
Title
Author
Genre
Rating
Can read anything: directions,
magazine, poem, recipes, brochures
Common Core Conversation Session:
- we should have a place to collect all of our
resources on the CCSS: LiveBinder, Website, GoogleDocs.
- She shared her website for CCSS resources with us. www.commoncoreconversation.com-
this was the best takeaway.
- Why not visit other states sites? Why are we stuck on searching just EngageNY?
Utah is awesome!!!
She briefly touched on a few resources that I will be using:
Readwritethink.org : Bio
cube- create cube for research. Has blank cube creators that can be used for
research projects.
Sharon
Minerva
Jacqueline Woodson. She is a very eloquent and
personable speaker, and shared anecdotes and gave insight into her writing
process and her working relationships with illustrators.Some of the
thoughts she shared:
- some of her books, like
"The Other Side," came from her experiences living in Brooklyn
and traveling in the US and witnessing the segregation that still exists
in our country.
- her books had female
characters almost exclusively, so she began to write from boys' points of
view, which was challenging.
- what she read around 5th
and 6th grade (which is when she decided to be a writer): Judy
Blume, Sounder (did not like it), The Bluest Eye by Toni Morrison.
- when she starts a chapter
book, she knows the first line and something about the
characters(s). Does not know the end until at least 1/2way
through the book.
- picture books are the most
difficult books to write (she didn't start writing them until later in her
career) because young children are so easy to "lose" if
something isn't right or good in the story, and because the scarcity
of words in a picture book makes choosing the right ones so
much more important.
- She mentioned the the idea of
creating the "fictive dream" in her writing a few times
(she referenced John Gardener).
- "Beneath a Meth
Moon" is being made into a movie.
- You Tube, her web site and
Teaching Books web site all have video of her speaking and reading.
I would highly recommend looking at some video of her. A few
times during the presentation, she performed/recited from some of her
books. It was very moving and powerful to hear her voice
speaking her words. She is the Knickerbocker winner and will be
giving a speech at our dinner tonight. I'm sure it will be great!
o
We looked at the Priority
Benchmark Skills which divides out the skills that the students need to have
learned to be ready to perform that skill independently.
o
We then looked at the
Assessments that are listed. We don’t have to use these exact templates
when assessing, they are just the useful guidelines.
Remember to Model the task that you are
going to ask your students to perform!!!
I came away with a better understanding of
the organization of the enormous binder and how to best utilize the materials
with my students.
