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Cover Sheet: Reading & Literacy Project
Element
Team Member Names
Page
Number
--4
Target School Description
Demographics
4
School Mission or Goals
4
State the relationship between
this project and the School
Mission/Goals.
School’s dominant teaching
approach
4,5
Project Outline
6-7
Curricular Objectives
Research Synthesis: 50 words
8-10
10-13
Brief Response
Kim Platnick, Dee Anna Rittenhouse and
Karen Wilson
Suburban independent school in Roswell,
GA for grades preschool – 8th
There are approximately 400 students.
The school has students from preschool to
8th grade. There is a significant population
of international families in the community.
Many students speak a second language.
The school community empowers each
student to be a compassionate,
responsible, and active global citizen. We
are committed to an interdisciplinary
approach of exploration and discovery,
enabling children to meet the challenges
of the future.
The school’s mission includes promoting
interdisciplinary exploration and discovery.
By encouraging the students to explore
different genres and books, they will have
diverse experiences that foster a sense of
discovery.
The school uses an inquiry-based, coteaching model with classrooms having
two degreed educators in every class
through grade 5.
Our project is a reading promotion
program called “Passport to the World of
Reading. “ Students will review ten genres
being introduced by their classroom
teachers and read books representing
different genres. Throughout the project,
students will track their progress and
share their reading experiences with their
classmates.
Students will demonstrate increased
reading comprehension and vocabulary
through participating in the reading
project, and will acquire an understanding
of a variety of genres in reading while
reading the selected texts suggested for
the project.
Students who choose various genres of
books will read more and perform better
academically than those who do not.
Including different genres in students’
literacy repertoires give students the
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Research Synthesis: List of
major authors/researchers.
13-14
Reading List (in form of
Annotated Bibliography - items
students will read)
15-21
Formats
22-23
Leisure Reading Promotion
Strategies
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How did you demonstrate your
knowledge of reading process?
13-14
What trends in reading
instruction are most relevant
here?
13-14
Differentiation strategies (for
individuals and/or subgroups)
6-7, 2223
opportunity to have different experiences
and understandings. Students learn
through developing their interests,
encouraged by teachers and the
instructional curriculum.
AASL; Allison, B. and Rehm, M.; Brody, J.;
Cameron, T. and Jenkins, H.; Chehayl, L.;
Geier, D.; Lapp, D. & Fisher, D.;
Livingston, N. & Kurkjian, C.; Pachtman,
A. and Wilson, K.; Smith, C. B.; Vokoun,
M. and Bigelow, T.
No. of titles: 30
These titles were chosen because they
represent current titles that are considered
quality literature examples from the
various genres, and they represent a
range of reading levels to accommodate all
students.
1. ActivBoard flip chart
2. Print books
3. Audiobooks
4. TeacherTube book trailer videos
5. Games and trivia
6. Booktalks
7. Online discussion forums
• Students will self-select books on their
reading level.
• SSR time will be available to students
• SLMS models reading SSR time in the
media center.
• Booktalks using titles from different
genres
• Students will share experiences with
their classmates.
Our knowledge of the reading process was
demonstrated by combining motivational
strategies of reading with an increased
exposure to various literary genres to
create a contemporary activity founded in
research.
• Student choice or “self-selection”
• Inclusion of contemporary literature
• Inclusion of various genres
• Use of non-traditional formats
• Collaborative literacy project
• Increased student achievement
The project will be presented in multiple
formats to differentiate the instruction for
a variety of learning styles and to address
those students who require additional
learning support. Specific examples
include:
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Students will select books on their
reading level.
• Titles will be available in print and in
audiobook format.
• Genre descriptions will be available in
print, group discussion, and interactive
ActivBoard presentation.
• Students will choose the format for
their culminating project activity based
on their interest and ability.
MS models personal enjoyment of reading
through modeling during SSR time. The
MS also will include herself on the genre
map on display in the media center.
• The students will choose their own
books, rather than select books from
an assigned list. The SLMS will provide
support for students needing help in
their book selection process.
• The program allows for students to
share their progress using their
passports, the wall map, and the
discussion forums.
• The students will view book trailers
made by other students promoting
books suitable for the project.
• The students will choose their own
culminating project format to share
their favorite genre book with their
classmates.
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How does MS model personal
enjoyment of reading?
List your strategy (or
strategies) for engaging
student interest.
6-7, 2223
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Kim Platnick
Dee Anna Rittenhouse
Karen Wilson
Reading and Literacy Project
Brief Description of Target School
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School Description
Suburban independent school located in Roswell, GA
School is situated on 40 acres and has an emphasis on environmental education.
Preschool – grade 8
Approximately 400 students
Student/Teacher ratio: 10:1
There is a significant population of international families in the community. Many
students speak a second language.
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School Mission
The school community celebrates and perpetuates each individual’s quest for
knowledge and skill, sense of wonder, and connection to the natural
environment. We empower each to be a compassionate, responsible, and active
global citizen. We are committed to an interdisciplinary approach of exploration
and discovery, enabling children to meet the challenges of the future by
becoming creative problem solvers. We foster a socially responsive community
based on trust, dignity, and respect in which all members are active participants.
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Accredited as an International Baccalaureate (IB) School
The Primary Years Programme is a transdisciplinary program of international
education designed to foster the development of the whole child. The curriculum
is inquiry-based and promotes a global view.
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Dominant Teaching Approach and Learning Environment
The school uses a co-teaching model with classrooms having two degreed
educators in every class through grade 5. Co-teaching means that all teachers
are designated as lead teachers; everyone participates in planning and
implementing curriculum and assessing student achievement. In the Middle
Years Program, content experts teach courses.
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The school has multi-age classrooms, with the exceptions of kindergarten, 3rd
grade, 5th grade, and 8th grade.
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Media Center Overview
Physical Space: The school media center is housed in an old farmhouse. The
space is divided into 8 rooms that hold the print collection and offer a few areas
for instructional space. There is no single instructional space that can
accommodate an entire class.
Student Access: The primary and elementary students visit the media center
once a week with their class for a 30-minute fixed-schedule lesson. The
curriculum the students experience in their classrooms is reinforced in the Media
Center. In addition, the library program has a scope and sequence for the k-5th
students including library and research skills. The remainder of the available time
in the media center is open to flexible scheduling. Kindergarten through 8th grade
students can visit the media center at any time during the school day to do
research or check out books.
Technology: There are 3 computers available to students in the media center.
These are used for the OPAC and Internet access. One of the computers is
connected to a projector and is used for class instruction.
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Media Center Charter
The charter of the High Meadows School Library Media Center is to inspire each
person making use of it to be an independent and organized researcher of
information and a creator of ideas in a lively and loving learning environment that
supports the educational efforts of the entire school.
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Goals of the Media Center
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To provide intellectual access to information through learning activities.
To provide physical access to information through a carefully selected and
systematically organized local collection of diverse learning resources.
To provide learning experiences that encourage students and others to
become discriminating consumer and skilled creators of information.
To provide leadership, collaboration, and assistance to teachers.
To provide resources and activities that contribute to lifelong learning.
To provide a program that functions as the information center of the
school.
To provide resources and activities for learning that represent a diversity
of experiences, opinions, and social and cultural perspectives.
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Outline of Reading Promotion Project
Each year, the 4th/5th grade students are expected to review various genres that
have been identified by their classroom teachers. The genres used by the
teachers are Award Winners, Biography, Fantasy, Folktale, Historical Fiction,
Mystery, Nonfiction, Poetry, Realistic Fiction, and Science Fiction. The media
center will conduct a collaborative genre reading program called “Passport to the
World of Reading.” This program promotes a variety of reading experiences in
keeping with the school’s IB philosophy of exploration and discovery. In addition,
the students will participate in multiple interactive reading activities that will
support them in deepening their appreciation of literature and promote lifelong
reading.
The project will take approximately four – five months to complete in order to give
students sufficient time to read and respond to several different books. During
this project, the students will also have a few library classes taking place that are
unrelated to the genre study and support other objectives of the library program.
In the course of this program, students will discuss the characteristics of genres,
select their own reading materials, identify the genres associated with their
readings, and share their experiences with their peers. Students will be given a
guide map as a resource as well to help direct them through the steps of the
project. An example is provided in the link below:
Student Guide Map to Passport to the World of Reading
The project will transport the students on a virtual trip through the world of
reading by using a passport to document their journey. After completing a genre
reading, students will add a genre sticker to their passport. Additionally, students
will keep track of their literary travels using a wall map with each continent
representing a different genre. As they complete a genre, students stick their
picture to the appropriate continent on the map. At the end of the project, it is
expected that all students will have a completed passport representing at least
four genres to document their exploration of reading. Students who successfully
complete the project will earn the privilege of being able to check out an
additional book per week for the remainder of the school year.
The project includes:
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The SLMS will update the OPAC to include genre terms and annotations for a
large variety of desirable books appropriate for the project.
The SLMS will link genre-themed book trailers from TeacherTube to the
Media Center website for students to use as they select their genre titles.
A pre-assessment will be administered to students, such as the STAR test, to
determine appropriate reading levels for the students at the beginning of the
project.
The SLMS will review genres with the students and introduce the project via
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an ActivBoard presentation utilizing flip charts either in their classroom or
during a scheduled visit to the computer lab. An example of the flip chart in a
pdf file format is provided below:
Passport to the World of Reading Activboard Flipchart
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The SLMS will create mini-posters representing each genre based on
student-generated descriptions and a wall map representing each genre as a
continent.
Media center volunteers will print and cut out pictures of the students to use
as markers for the wall map, showing which genre each student has visited.
Media center volunteers will print and assemble genre passports for each
student. They will also print out the genre label stickers for use in the
passport. A sample graphic of what the passport may look like is provided as
a link below:
Sample Passport for Students
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The SLMS will offer booktalks for each genre, focusing on Best Bet print
books and audiobooks available in the media center. (See the Annotated
Bibliography for a list of titles.)
Parents will be encouraged to take their students to the public library at least
once during the length of the project to find additional genre titles.
Students will have at least one library period of SSR using the media center
deck, weather permitting. Otherwise, the SSR will be in the media center.
The SLMS will read a project related-book along with the students in SSR.
As students complete a book in a particular genre, they will get a sticker for
their passport and add their picture to the genre map. The SLMS will add her
picture to the map as well upon reading a genre book.
Students will have at least four opportunities to use the computer lab to write
reading responses in the online media center forum. These forums are on a
password-protected intranet and will be organized according to genre. The
students will also be encouraged to read and respond to the forum entries
created by their classmates.
As a culminating activity to the project, students will participate in a genre
museum. Students will have up to three class period opportunities to work on
their museum piece. Each student will create a museum piece that
represents their journey into one of the reading genres. Some ideas for
museum pieces include video presentations, power points, posters, travel
brochures, artifacts, travel diary entries, podcasts, or costume pieces. Each
museum piece should identify the book, the genre, and share a part of the
reading experience. Students will present their pieces in the museum to their
classmates. Each student will receive an award certificate for completion of
the project and participate in a celebration.
Students will take a post-assessment to record any increased achievement in
reading.
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Curricular Objectives
The school is private and independent of the state of Georgia Performance
Standards (GPS) for reading and language arts and we have included the
school’s broad reading objectives that are pertinent to the reading promotion
project. In addition we added the GPS Standards that would parallel these as
well as accompany the project if ever used in a public school setting.
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School Reading Philosophy
Reading is fundamental for helping to make connections across the curriculum.
Reading also enables students to discover information about subject areas. At
High Meadows, we strive to create a well-balanced, language and print-rich
environment, where students can explore and develop many strategies in order
to become independent readers. We help foster a love of reading by creating
many different language experiences and exposure to all genres.
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High Meadows School Reading Objectives
Children need to be introduced to a wide range of fiction and non-fiction texts,
and have opportunities to read for their own interest and pleasure, as well as for
information.
Children must also learn to recognize and appreciate the variety of literary styles,
forms, and structures and to understand that written language varies according to
context. No single teaching method or approach is likely to be effective for every
reader, and the teacher needs to plan instruction carefully. Daily reading
practice, using a wide range of texts, must occur within authentic contexts.
During the course of their program in grades 4 and 5, students will learn to read
and identify various literary genres.
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Georgia Performance Standards
All objectives are from the Georgia Performance Standards located online at
(www.georgiastandards.org).
ELA4R1, Grade: 4
Description: ELA4R1 The student demonstrates comprehension and shows
evidence of a warranted and responsible explanation of a variety of literary and
informational texts. Elements:
Critical Component: For literary texts, the student identifies the characteristics of
various genres and produces evidence of reading that:
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a. Relates theme in works of fiction to personal experience.
b. Identifies and analyzes the elements of plot, character, and setting in stories
read, written, viewed, or performed.
c. Identifies the speaker of a poem or story.
d. Identifies sensory details and figurative language.
e. Identifies and shows the relevance of foreshadowing clues.
f. Makes judgments and inferences about setting, characters, and events and
supports them with elaborating and convincing evidence from the text.
g. Identifies similarities and differences between the characters or events and
theme in a literary work and the actual experiences in an author’s life.
h. Identifies themes and lessons in folktales, tall tales, and fables.
i. Identifies rhyme and rhythm, repetition, similes, and sensory images in poems.
ELA4R2, Grade: 4
Description: ELA4R2 The student consistently reads at least twenty-five books or
book equivalents (approximately 1,000,000 words) each year. The materials
should include traditional and contemporary literature (both fiction and nonfiction) as well as magazines, newspapers, textbooks, and electronic material.
Such reading should represent a diverse collection of material from at least three
different literary forms and from at least five different writers.
ELA4W2, Grade: 4
Description: ELA4W2 The student demonstrates competence in a variety of
genres. Elements:
Critical Component: The student produces a narrative that:
a. Engages the reader by establishing a context, creating a speaker’s voice, and
otherwise developing reader interest.
b. Establishes a plot, setting, and conflict, and/or the significance of events.
c. Creates an organizing structure.
d. Includes sensory details and concrete language to develop plot and character.
e. Excludes extraneous details and inconsistencies.
f. Develops complex characters through actions describing the motivation of
characters and character conversation.
g. Uses a range of appropriate narrative strategies such as dialogue, tension, or
suspense.
h. Provides a sense of closure to the writing.
ELA5R2, Grade: 5
Description: ELA5R2 The student consistently reads at least twenty-five books or
book equivalents (approximately 1,000,000 words) each year. The materials
should include traditional and contemporary literature (both fiction and nonfiction) as well as magazines, newspapers, textbooks, and electronic material.
Such reading should represent a diverse collection of material from at least three
different literary forms and from at least five different writers.
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ELA5R4, Grade: 5
Description: ELA5R4 The student reads aloud, accurately (in the range of 95%),
familiar material in a variety of genres, in a way that makes meaning clear to
listeners. The student
Elements:
a. Uses letter-sound knowledge to decode written English and uses a range of
cueing systems (e.g., phonics and context clues) to determine pronunciation and
meaning.
b. Uses self-correction when subsequent reading indicates an earlier miscue
(self-monitoring and self-correcting strategies).
c. Reads with a rhythm, flow, and meter that sounds like everyday speech
(prosody).
ELA5W2, Grade: 5
Description: ELA5W2 The student demonstrates competence in a variety of
genres. Elements:
Critical Component: The student produces a narrative that:
a. Engages the reader by establishing a context, creating a point of view, and
otherwise developing reader interest.
b. Establishes a plot, point of view, setting, and conflict, and/or the significance of
events.
c. Creates an organizing structure.
d. Includes sensory details and concrete language to develop plot and character.
e. Excludes extraneous details and inconsistencies.
f. Develops complex characters through actions describing the motivation of
characters and character conversation.
g. Uses a range of appropriate narrative strategies such as flashback,
foreshadowing, dialogue, tension, or suspense.
h. Provides a sense of closure to the writing.
i. Lifts the level of language using appropriate strategies including word choice.
Research Synthesis
• Specific AASL Learning and Technology Principles that support “Passport
to the World of Reading.”
Principle 6: The library media program encourages and engages
students in reading, viewing, and listening for understanding and
enjoyment (AASL, 1998, pg. 66).
Principle 7: Encouraging pleasure in and educating about
consuming all kinds of media formats for information and recreation
(AASL, 1998, pg. 66).
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• Research supports programs which provide students with a variety of
reading experiences in various genres. A “Passport to the World of
Reading” does just that. With concerns that the “material [students] were
choosing to read was not challenging enough,” SLMS Joan Brody (1989)
“designed the Passport to Literature program.” Reading “enables us to
enter into worlds and experience events that otherwise would remain
unknown to us.” These experiences will lead students to a deeper
appreciation of literature and promote lifelong reading. Our “Passport to
the World of Reading” is similar to Brody’s “Passport to Literature” in that it
will also allow students to “read some wonderful literature” and “broaden
themselves.”
• Integrating reading into a student’s life early is encouraged. Research
states that “if reading is not integrated as part of a young child’s life and a
love of books is not fostered or encouraged, that child may well enter the
middle-level classroom able but reluctant to read, posing for the teacher
the challenge of determining how to inspire that student to engage in
literacy-based activities” (Chehayl, 2008).
• Research shows that peer reviews allow reluctant and less successful
readers to open themselves to various literary genres. It is possible that “a
student could…go their entire academic career with little or no exposure to
several genres” (Cameron and Jenkins, 2008). As SLMSs and classroom
teachers, we want to expose students to a variety of books. “Passport to
the World of Reading” will allow fourth and fifth grade struggling readers to
“develop future genre preferences as knowledge of genre grows.” Little to
no genre exposure can “limit genre selection by the students and, as a
byproduct, may affect comprehension and motivation to read.”
• It is important for students to learn about other cultures as this promotes
cultural awareness and diversity. As an IB accredited school, High
Meadows School offers students the opportunity to learn about other
cultures through the medium of literature. This is “an often overlooked but
most effective and appropriate way to develop cultural awareness and
multiethnic understanding.” SLMCs need to offer “books where the power
of story…and the variety of genres and themes enable teachers to bring
the wonders of the world into the classroom” (Livingston and Kurkjian,
2005).
• Student engagement is a critical piece of the “Passport to the World of
Reading.” We want students to be transported on a virtual trip to new and
exciting worlds of reading. Getting “students engaged enough to want to
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stick with a text is often a daunting task for teachers” (Lapp and Fisher,
2009). We believe that the genre stickers, ActivBoard presentations, and
booktalks all will be good motivators to increase engagement. Student
choice is the key to student engagement. Adolescents, “just like adults,”
will read if the book is a good read, if the book is accessible, and if they
can have some ownership in the selection”. Students want to have a voice
in their academics. Students are “intrinsically motivated to read and
participate…because their voices and interests [drive] the text selections
and conversations.” Students’ responses in the online MC forum will be
that more enriched because of their independent selection of reading
materials. The more choices researcher Michael Vokoun gave his
students “even if only a choice between two suggestions—the more
engagement [he] saw” (Vokoun and Bigelow, 2008).
• Students will choose which books they want to read in a certain genre to
obtain their genre sticker for their passport. Student choice is significant
when it comes to intrinsic motivation. Andrew B. Pachtman and Karen A.
Wilson identified classroom practices that motivated students to read in a
fourth-grade independent reading program similar to “Passport to the
World of Reading.” Research shows that student choice, success, and
proximity to books all had a positive effect on motivation. “Choice,
challenge, social collaboration, and success…encourage an intrinsic
motivation to read” (Pachtman and Wilson, 2006). Intrinsic motivation is
“fostered by choice,” and “success is another important factor in
motivation.” Students will feel successful when they have completed a
literary genre and have a completed passport at the end of the project.
Students can “feel successful as they work toward personal reading
goals.” Students have reported that “engaging in booktalks…encourages
fellow classmates to read favorite books and to explore new genres and
authors.” “Passport to the World of Reading” would provide students with
booktalks for each genre so that they are introduced to and have specific
examples of titles that they may find interesting. Students who become
“increasingly aware of the various genres…develop their own preferences
for these, too.”
• The “Passport to the World of Reading” will increase student achievement
in reading as well as writing. Students’ writing is used “as a means to
promote clear thinking.” Smith (1994) shows that “reading a variety of
literary genres has a related positive effect on writing.” During the fourfive months that “Passport to the World of Reading” will take place;
students will have regular exposure to various literary forms. Students
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“exposed regularly to various literary forms seemed better able to use
different literary forms in their own writing.”
• The National Assessment of Education Progress reported that “children
who read a variety of text types have higher reading achievement scores
than those who do not” (Cameron and Jenkins, 2008). Research studies
“have suggested that exposing children to a variety of genres and letting
them have a voice in what they choose to read can help them develop a
sense of genre, expand their reading choices, and improve motivation.”
• Students not motivated to read or frustrated with reading were found to
prefer audio books. Audio books will be used as one of the formats for
“Passport to the World of Reading.” Students who are exposed to “various
genres via books on tape” have an “opportunity to consider what genres
are available and which they prefer, or do not prefer, without the
frustrations they customarily associate with reading” (Cameron and
Jenkins, 2008).
• Strategies and teaching practices such as using visuals in our “Passport to
the World of Reading” will allow students to increase learning. Florida
middle school teachers “rated the use of visuals such as teaching aids and
pictures as the most highly effective teaching strategy” (Allison and Rehm,
2007). “Passport to the World of Reading” includes flip charts via an
ActivBoard as well as miniposters representing each genre studied. Using
“multiple and varied visual aids can also capture the interest of active
middle-school students who require frequent stimuli to keep them
engaged in learning.”
• We want students to “travel the world” of genres. Two genres that allow
them this opportunity are folktales and nonfiction. Students make
“connections between stories, facts, and other meaningful classroom
activities.” (Geier, 2009). Thus, “retention is greater.” Through “Passport to
the World of Reading” students will read different genres which will allow
them to gain geography knowledge as well since they will be reading
about different places and locations.
Research Citations
American Association of School Librarians Association for Educational
Communications and Technology. (1998). Information power: Building
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partnerships for learning. Chicago: American Library Association.
Allison, B. and Rehm, M. (2007). Effective teaching strategies for middle school
learners in multicultural, multilingual classrooms. Middle School Journal. 39,
2.
Brody, J. (1989). Passport to literature. School Library Journal, 6, 39.
Cameron, T. and Jenkins, H. (2008). Biography, poetry, mystery: oh my!
exploring motivation and comprehension through genre. Illinois Reading
Council Journal. 36, 3.
Chehayl, L. (2008). Books in action. Middle School Journal. 40, 1.
Geier, D. (2009). Traveling the world with folktales and nonfiction. Library Media
Connection. 27, 6.
Lapp, D. & Fisher, D. (2009). It’s all about the book: Motivating teens to read.
Journal of Adolescent and Adult Literature, 52(7), 556-561. doi:
10.1598/JAAL.52.7.1
Livingston, N. & Kurkjian, C. (2005). Circles and celebrations: Learning about
other cultures through literature. The Reading Teacher, 58(7), 696-703.
Pachtman, A. and Wilson, K. (2006). What do the kids think? The Reading
Teacher. 59, 7.
Smith, C. B. (1994). Helping children understand literary genres. Bloomington,
IN: ERIC Clearninghouse on Reading English and Communication.
Vokoun, M. and Bigelow, T. (2008). Dude, what choice do I have? Educational
Leadership. 66, 3.
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Annotated Bibliography
Our bibliography represents ten genres of literature providing three examples of
printed books for each one. The SLMS will use the books on the list for
booktalks with the class. Students may choose books from the list to read in
order to fulfill the reading requirement for the project or select an appropriate
book that is not listed. The books are listed by the category of genres.
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Award Winners
Creech, S. (1996). Walk two moons. New York, NY: Harper Collins.
After her mother leaves home suddenly, thirteen-year old Sal and her
grandparents take a car trip retracing her mother’s route. Along the way, Sal
recounts the story of her friend Phoebe, whose mother also left. Walk Two
Moons won the 1995 Newbery Medal.
Dicamillo, K. (2006). The tale of despereaux. New York, NY: Scholastic.
The adventures of Desperaux Tilling, a small mouse of unusual talents, the
princess that he loves, the servant girl who longs to be a princess, and a devious
rat determined to bring them all to ruin. The Tale of Despereaux won the 2004
Newbery Medal.
Spinelli, J. (1999). Maniac Magee. New York, NY: Little, Brown Young
Readers.
Maniac Magee is a folk story about a boy, a very excitable boy. One that can
outrun dogs, hit a home run off the best pitcher in the neighborhood, and tie a
knot no one can undo. "Kid's gotta be a maniac," is what the folks in Two Mills
say. It's also the story of how this boy, Jeffrey Lionel "Maniac" Magee, confronts
racism in a small town, tries to find a home where there is none and attempts to
soothe tensions between rival factions on the tough side of town. Presented as a
folk tale, it's the stuff of storytelling. "The history of a kid," says Jerry Spinelli, "is
one part fact, two parts legend, and three parts snowball." And for this kid, four
parts of fun. Maniac Magee won the 1991 Newbery Medal.
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Biography
Freedman, R. (1997). Eleanor Roosevelt: A life of discovery. New York, NY:
Houghton Mifflin Harcourt Publishing.
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The intriguing story of Eleanor Roosevelt traces the life of the former First Lady
from her early childhood through the tumultuous years in the White House to her
active role in the founding of the United Nations after World War II. A Newberry
Honor Book.
Scieszka, J. (2008). Knucklehead: Tall tales and almost true stories of growing
up. New York, NY: Viking Juvenile Publishing.
How did Jon Scieszka get so funny, anyway? Growing up as one of six brothers
was a good start, but that was just the beginning. Throw in Catholic school, lots
of comic books, and lazy summers at the lake with time to kill, babysitting
misadventures, TV shows, jokes told at family dinner, and the result is
Knucklehead. Part memoir, part scrapbook, this hilarious trip down memory lane
provides a unique glimpse into the formation of a creative mind and a free spirit.
Tanaka, S. (2008). Amelia Earhart: The legend of the lost aviator. New York,
NY: Abrams Books for Young Readers.
The ever-fascinating story of the legendary pilot is given new life in this vividly
told true-life adventure. Ever since Amelia Earhart and her plane disappeared on
July 2, 1937, people have wanted to know more about this remarkable woman.
Amelia Earhart follows the charismatic aviator from her first sight of an airplane at
the age of ten to the last radio transmission she made before she vanished.
•
Fantasy
Cooper, S. (1973). The dark is rising. New York, NY: Simon & Schuster
Children’s Publishing Division.
On his eleventh birthday Will Stanton discovers that he is the last of the Old
Ones, destined to seek the six magical Signs that will enable the Old Ones to
triumph over the evil forces of the Dark.
Coville, B. (1982). The monster’s ring. Orlando, FL: Harcourt Books.
A timid boy, eager to frighten the school bully on Halloween night, acquires a
magic ring and the power to change himself into a hideous monster.
Levine, G. C. (1997). Ella enchanted. New York, NY: HarperCollinsPublishers.
Young Ella of Frell embarks on a quest to overcome the gift of obedience, a
17
curse bestowed on her at birth by a fairy, and along the way she encounters
princes, ogres, fairy godmothers, and other fairy-tale creatures.
•
Folktale
Kellogg, S. (1992). Pecos Bill. New York, NY: Harper Collins Publishers.
The anecdotes associated with Texas's fabled cowboy hero burst from the pages
in rapid succession with Kellogg's robust illustrations enlarging and enriching the
energetic text.
Knutson, B. (2004). Love and roast chicken: A trickster tale. Minneapolis, MN:
Learner Publishing Group.
In this folktale from the Andes, a clever guinea pig repeatedly outsmarts the fox
that wants to eat him for dinner.
Steptoe, J. (2003). Mufaro’s beautiful daughters. New York, NY: Harper Collins
Pubishers.
Mufaro has two beautiful daughters. Nyasha is kind and considerate, but
Manyara is selfish and spoiled. When the king decides to choose a bride from
among "The Most Worthy and Beautiful Daughters in the Land," both Mufaro's
girls travel to the capital city. But only one can be chosen to marry the king.
•
Historical Fiction
Choldenko, G. (2006). Al Capone does my shirts. New York, NY: Penguin
Group USA.
Moose Flannagan moves with his family to Alcatraz so his dad can work as a
prison guard and his sister, Natalie, can attend a special school. But Natalie has
autism, and when she’s denied admittance to the school, the stark setting of
Alcatraz begins to unravel the tenuous coping mechanisms Moose’s family has
used for dealing with her disorder.
Curtis, C. (2000). The Watsons go to Birmingham—1963. New York, NY:
Laurel Leaf.
The year is 1963, and self-important Byron Watson is the bane of his younger
18
brother Kenny's existence. Constantly in trouble for one thing or another, from
straightening his hair into a "conk" to lighting fires to freezing his lips to the mirror
of the new family car, Byron finally pushes his family too far. Before this "official
juvenile delinquent" can cut school or steal change one more time, Momma and
Dad finally make good on their threat to send him to the deep south to spend the
summer with his tiny, strict grandmother. Soon the whole family is packed up,
ready to make the drive from Flint, Michigan, straight into one of the most chilling
moments in America's history: the burning of the Sixteenth Avenue Baptist
Church with four little girls inside.
Lowry, L. (1998). Number the stars. New York, NY: Laurel Leaf.
The evacuation of Jews from Nazi-held Denmark is one of the great untold
stories of World War II. On September 29, 1943, word got out in Denmark that
Jews were to be detained and then sent to the death camps. Within hours the
Danish resistance, population and police arranged a small flotilla to herd 7,000
Jews to Sweden. Lois Lowry fictionalizes a true-story account to bring this
courageous tale to life. She brings the experience to life through the eyes of 10year-old Annemarie Johannesen, whose family harbors her best friend, Ellen
Rosen, on the eve of the round-up and helps smuggles Ellen's family out of the
country.
•
Mystery
Balliett, B. (2004). Chasing Vermeer. New York, NY: Scholastic Press.
When strange and seemingly unrelated events start to happen and a precious
Vermeer painting disappears, eleven-year-olds Petra and Calder combine their
talents to solve an international art scandal.
Raskin, E. (1992). The westing game. New York, NY: Penguin Putnam Books
for Young Readers.
The mysterious death of an eccentric millionaire brings together an unlikely
assortment of heirs who must uncover the circumstances of his death before they
can claim their inheritance
Van Draanen, W. (1998). Sammy Keyes and the hotel thief. New York, NY:
Knopf.
Thirteen-year-old Sammy's penchant for speaking her mind gets her in trouble
when she involves herself in the investigation of a robbery at the "seedy" hotel
19
across the street from the seniors' building where she is living with her
grandmother.
•
Nonfiction
Cerullo, M., Rotman. J. (2000). The truth about great white sharks. New York,
NY: Chronicle Books LLC.
Take a trip to the ocean's depth to learn the truth about these infamous
creatures. From the most current information on their swimming habits and
ancient ancestors to details about their conveyor belt of teeth, armored skin and
super senses, kids will be fascinated by these amazing creatures. Special
sidebars offer extra information on what it's like to dive in a shark cage, how to
measure a great white, and its different nicknames around the world. Over 50
full-color photographs including a gigantic shark gatefold bring the informative
text alive and will thrill budding marine biologists. Includes a detailed glossary,
bibliography and index.
Schanzer, R. (2006). John Smith escapes again! Des Moines, IA: National
Geographic Children’s Books.
Many readers will know John Smith as the man rescued from death by
Pocahontas, but Smith's story included a series of fantastic episodes: escape
from imprisonment, ambush by Indians, attacks by ruthless sea pirates, and
more escapades than seem possible in one life.
Thimmesh, C. (2006). Team moon: how 400,000 people landed Apollo 11 on the
moon. New York, NY: Houghton Mifflin Harcourt.
Here is a rare perspective on a story we only thought we knew. For Apollo 11,
the first moon landing is a story that belongs to many, not just the few and
famous. It belongs to the seamstress who put together twenty-two layers of fabric
for each space suit. Engineers created a special heat shield to protect the
capsule during its fiery reentry. It belongs to the flight directors, camera
designers, software experts, suit testers, telescope crew, aerospace technicians,
photo developers, engineers, and navigators.
•
Poetry
Creech, S. (2003). Love that dog. New York, NY: Harper Collins Publishers.
20
A young student, who comes to love poetry through a personal understanding of
what different famous poems mean to him, surprises himself by writing his own
inspired poem.
Janeczko, P. (2005). A poke in the I: A collection of concrete poems.
Cambridge, MA: Candlewick Press.
Concrete poems startle and delight the eye and mind. The size and arrangement
of words and letters can add or alter meaning — forming a poem that takes the
shape of crows that fly off the page or becoming a balloon filled with rhyme,
drifting away from outstretched hands. Here, in a single extraordinary volume,
are thirty poems from some of the world's finest visual poets, including John
Hollander, Emmett Williams, Maureen W. Armour, and Douglas Florian.
Lewis, J. (2007). The brother’s war: Civil war voices in verse. Des Moines, IA:
National Geographic Children’s Books.
The wonderful wordplay of J. Patrick Lewis breathes new life into the speeches
of Lincoln, the letters of Grant and Lee, and the moving human drama of our
country's Civil War. Lewis' poignant poetry gives young readers a vivid insight
into the brutal conflict that tore America apart. The author draws on primarysource books and articles to inspire each poem, bringing the ordinary and
extraordinary voices of the Civil War to light. The book also includes a note from
the Photo Editor on the authentic period images used throughout. Readers
experience history directly as it was lived by Americans in the 1860s.
•
Realistic Fiction
Bulion, L. (2008). The trouble with rules. Atlanta, GA: Peachtree Publishers.
In this novel, Nadie is caught up in feelings and social situations that will seem
real to kids her age. Ever since she entered the upper elementary school in
fourth grade, it seems as though the rules have changed: boys and girls can't be
friends—at least in public. Nadie and Nick have been neighbors and best friends
forever, but now they have to hide their relationship to avoid being teased. On
top of that, new girl Summer comes on the scene and causes more tension
between the genders, as she becomes the class clown's nemesis as well as
Nadie's pal.
Dicamillo, K. (2000). Because of winn-dixie. Cambridge, MA: Candlewick
Press.
21
Ten-year-old India Opal Buloni describes her first summer in the town of Naomi,
Florida, and all the good things that happen to her because of her big ugly dog
Winn-Dixie.
Martin, A. (2005). Here today. New York, NY: Scholastic.
In 1963, when her flamboyant mother abandons the family to pursue her dream
of becoming an actress, eleven-year-old Ellie Dingman takes charge of her
younger siblings, while also trying to deal with her outcast status in school and
frightening acts of prejudice toward the "misfits" that live on her street.
•
Science Fiction
Lowry, L. (1993). The giver. New York, NY: Houghton Mifflin Company.
Given his lifetime assignment at the Ceremony of Twelve, Jonas becomes the
receiver of memories shared by only one other in his community and discovers
the terrible truth about the society in which he lives.
Rex, A. (2007). The true meaning of smekday. New York, NY: Hyperion Books
for Children.
After the alien Boov invade the Earth, young Gratuity Tucci finds herself driving
her mother's car to Florida, where all of the humans are being relocated,
accompanied by her cat and a renegade extraterrestrial named J. Lo.
Scieszka, J. (1991). The knights of the kitchen table. New York, NY: Penguin
Group.
When Joe, Fred, and Sam are sent back in time by a magic book, they find
themselves face-to-face with giants, dragons, wizards, and the Knights of the
Round Table.
Annotated bibliography information was taken directly from
www.amazon.com, www.librarything.com, www.dekalblibrary.org, and
www.barnesandnoble.com.
22
Formats
We chose a variety of formats for students to explore and use to complete this
project. In doing this, we hope to address a variety of learning styles and allow
for the differentiation of instruction to encourage those individuals who may need
additional learning support. Our target school does not have an ESOL
population or a formal special education program, but there is a population of
students identified as needing extra support with learning.
1. ActivBoard Flip Chart - In order to introduce the reading promotion project to
the students and teachers, we will use an ActivBoard flipchart to front load the
information about genres and to pre-assess the student’s prior knowledge of
genres. The presentation will be interactive and will explain the entire project.
2. Print Books - Students will be able to choose from an assortment of books
representing various genres as suggestions. Example genres include: mystery,
historical fiction, science fiction, poetry, folk tales, nonfiction, and myths. (An
Annotated Bibliography is included to suggest specific titles that may be of
interest to the students.)
3. Audiobooks - In addition to print books, we will provide audiobooks in
selected titles representing various genres. This will encourage students who
are auditory learners and will enable them to comprehend the context more
clearly in this format.
4. TeacherTube – Students will watch various video clips of book trailers
promoting books related to the list of genres giving them an opportunity to select
other texts. Some examples include:
www.teachertube.com/viewVideo.php?video_id=132548&title=Gary_Paulsen_Ha
tchet
www.teachertube.com/viewVideo.php?video_id=131621&title=The_Giver
5. Games and Trivia – Throughout the project the media specialist and the
classroom teachers will support the project through classroom games and trivia
to keep the students encouraged and motivated while completing the project. A
few examples may include: Jeopardy to review the different genres, trivia
question of the week relating to the selected texts on the ActivBoard (or a bulletin
board), and “make your own” bingo.
6. Booktalks – The SLMS will sponsor booktalks for each genre to include more
student interaction and discussion relating to the project.
7. Online Discussion Forums – Students will be encouraged to participate in
monitored discussion forums linked to the media center web page. These
23
forums are password protected and will only be visible to the 4th/5th grade
students, their classroom teachers, and the SLMS. There will be a forum for
each genre, and students can review their books, comment on other student
reviews and ask questions related to the project.
Strategies to Promote Leisure Reading
1. Students will select their own books with guidance and support from the
SLMS allowing them to pursue their interests in the genres.
2. The SLMS will model reading for pleasure by reading project-related books in
front of the students and sharing her reading accomplishments by putting her
picture on the genre map.
3. The students will be given sufficient time to become engaged in their books
during SSR time in the media center.
4. The SLMS will showcase good books in genre booktalks with the class to
help get the students excited about each genre.
5. Students will share their reading experiences through the online forum and
their museum pieces with their peers, generating interest about their books and
the genres in general.
24
Kim Platnick
Personal Reading Philosophy
I don’t remember learning to read, but I do remember the first time that I
was transported by reading.
I was in 2nd grade and my teacher, Miss Snell,
recommended Island of the Blue Dolphins. My first novel. Just the sheer scope
of it excited me. I remember where I sat in the school library when I first jumped
into the story of Karana and her struggle to survive on her own.
Her world
couldn’t have been any different from my own. Could I be as clever and as brave
as Karana? Yes! Well, maybe.
And I was hooked.
I explored other places,
other worlds, and other times. Why did I read? Because it was fun. For the
length of a book, I was someone else. And I loved it.
But as I reflect on the topic as an adult, I realize that reading is so much
more.
It is through reading that you gain access to history, culture, and
geography that may be otherwise beyond your reach. Reading gives you insight
into the hopes and dreams of others whose experiences may or may not be
similar to your own. Amy Tan said that, “When you read about the life of another
person, you are part of their lives for that moment. This is so vital, especially
today, when we have so much misunderstanding across cultures and even within
our own communities”. When we read, we not only learn about others but also
about ourselves. Reading can challenge and change us for the better.
There are many reasons to read. You can pass the time, pass a class, or
learn how to hook up your TIVO. But I believe that the best and truest reason to
really read is to gain insight from the thoughts, experiences, and struggles of
25
others – even when they are fictional characters. By gaining that insight, you
might learn about yourself and see your place in your world a little differently. I
particularly love what Richard Peck had to say on the subject. He said, “I read
because one life isn’t enough”. And I agree with him completely.
Although it has been a while since I read Island of the Blue Dolphins, I still
love children’s literature.
Maybe that is no surprise given my latest career
choice. It seems to me that there is so much more amazing children’s literature
available now than ever before. In fact, so much is being written for children that
keeping up with the latest and greatest can be tough.
To stay current, I
subscribe to professional journals, get email updates from organizations such as
ALA and Hornbook, check the blogs, and talk to my students about what they
read and what they love. However, my favorite way to stay current with the
literature is to read! My two dearest students are my own children, and they love
to see their mom reading the books that they like too. And I love modeling being
a reader to all of my students.
Dee Anna Rittenhouse
Personal Reading Philosophy
To read or not to read, that is the question? Of course “to read” is the
correct answer to the question but more times than not I am at the other end of
the question. Finding the time to read an entire novel is difficult for me. When I
have the opportunity to read the most it is usually in the summer when I have
more time. During the school year, I mostly read magazines, newspapers,
26
articles online, and reading with my daughter. I usually only have a short amount
of time for extracurricular activities each day. If I ever stop to sit down and read, I
always feel that there are more pressing items on the agenda. I feel guilty taking
the time to afford myself this luxury when this is the case. I envy others who
always seem to have the time to read and do read books on a regular basis.
Nevertheless, I absolutely love to read and always have. I am going to make it a
priority to carve out more time for myself to read. I know this will be especially
important when I am a media specialist.
Having been truthful about reading at this point in my life, I do wish to
clarify that I have had a love of reading since I was very young. My elementary
school experiences are still very vivid. I remember reading the Dick and Jane
books when I was first learning to read with my parents. I felt so proud of myself.
I loved going to the library and “shopping for a delicious book” each week, as my
school librarian would always say. It encompassed all the excitement of a field
trip only we stayed at our school. I was always so excited about the book that I
“owned” for the week, and I treated it like a treasure. My mother always took us
to the city library in the summers to do the reading program, and that was always
an added treat. At Christmas time, we always received a children’s book series
from Santa as a gift like the C.S. Lewis books or Little House on the Prairie.
(Santa thought reading was very important too!) I can remember reading my very
first Judy Blume book in 6th grade, Are You There God? It’s Me Margaret. I felt
very mature and like I had finally arrived as a flourishing reader. From this time
on through high school and college, I continued to be inspired and consumed by
27
reading. The teachers and professors that were excited about the literature we
were reading in class are the ones I remember most like Tess of the d’Urbervilles
and The Canterbury Tales.
Today bookstores and libraries are still among my favorite places to visit.
There is nothing like the smell of a new book. Books provide an escape to
another place and the most powerful ones can completely transform your life.
Once I became a mother, my personal reading shifted to dedicating all my time to
exposing my daughter to reading. A full-time working mother has little time for
anything especially hours of personal reading, so this is when my reading time
became limited. I do not begrudge it though. Focusing on reading with my
daughter has been a highlight of my life, and the biggest blessing is that now she
is a second grader and reads very well. I began reading to her when I was
pregnant with her, and I have continued every day since. I have no doubt that
she will continue to grow as a reader and have a love for learning her entire life.
Having the opportunity to read with your child, escape to great books and act
them out, and then watch them delight in the fantasies that books provide is at
the top of the list of rewarding experiences for parents.
As a future media center specialist, I feel that it will be a principal focus of
my job to motivate students to read and promote reading in every way possible. I
plan to lead an active role in my school as instructional partner planning
collaboratively with classroom teachers. I will join professional organizations and
subscribe to professional journals to stay abreast of pertinent information in the
field. Most of all, I want to help instill in my students a love for reading and the
28
desire to have a life long commitment to being an avid reader. Besides the
adventures and rewards books can provide, being a successful reader will bring
other triumphs in life in many ways. Without reading, life is very bleak. So, my
philosophy in short is to choose to read every time and never let the other
alternative be an option.
Karen Wilson
Personal Reading Philosophy
I think when you are raised in a literate environment by parents who value
reading and education, where a love for reading is fostered and upheld, it
becomes inevitable that you are going to view reading as an important way of
learning information and regard it as a means of enjoyment. I grew up in a
household where books were plentiful, and we made frequent trips to the library.
I saw my parents reading books, newspapers, manuals, and magazines. I can’t
remember a time when reading was not a part of my life. This love for reading led
me to the career that I have today and to this new path of School Library Media.
Growing up in school I enjoyed reading books that I chose to read. I never
liked the books that teachers required us to read. I always thought, “When I
become a teacher, I’ll do things differently.” Today I am an advocate of student
choice reading. I will not require my students to read books that I personally don’t
enjoy. That’s why I turn to titles such as The Outsiders, Freak the Mighty, and
The Giver, as the staples of my teaching tool box. These are books that I would
choose to read in my personal life (and have) outside of the classroom
29
environment. I haven’t had a student complaint yet, and that’s saying something
for 8th graders!
Books are everywhere in my life, personal and professional, because they
are a part of who I am. I have lists of books that all kinds of people, fellow
colleagues, even my own students, have all recommended. I always have a pile
of books littering my nightstand just waiting to be cracked open. Recently I asked
a friend with whom I enjoy discussing reading if she had read a certain title. She
hadn’t, but her next question was “How do you find time to read with your busy
schedule?” My response was that I have to make reading a priority in my
personal life. Reading is my “ME time.”
Even though my job requires me to explore reading with my students, as
an adult I read for pleasure because I simply enjoy it. Personally, reading is my
favorite hobby, and it is a source of laughter and joy. It also brings up ethical and
moral questions and makes me wonder about my thoughts and opinions like
when I finished My Sister’s Keeper. I subscribe to countless magazines about
women, style, and cooking. I read cookbooks and recipes to find out how to enjoy
new foods and simplify my busy life. I read adolescent and young adult literature
to be “up” and current on what my students are reading in their laps when they
should be listening to me. It’s easy to make a connection with a student through
reading when I’ve already read the book they just checked out of the library.
They look at me with this newfound respect as if to say “You actually read?!”
Reading to me also means learning. If I read, I can learn more information.
30
I can read about easy, five-ingredient recipes to make on the weekends while I’m
reading about Information Technology or reading and grading my students’
grammar and vocabulary quizzes. I usually read the Sunday morning AJC, but I
have recently had to cancel my subscription due to the exorbitant price. It makes
me sad that I can’t afford to read the newspaper anymore. Reading it online is
just not the same. I want the physical text in my hand. I want to turn the pages
and do the crossword puzzle as well as my clip my coupons.
My parents’ modeling of reading led to my desire to reading becoming my
favorite hobby. They still read today. My dad’s interests have moved on to
reading about how to improve his Harley Davidson, and my mom is now
interested in Southern authors like Mary Kay Andrews. When my mother calls to
tell me how excited she is that she found the book that she wanted at our very
rural, local library, it’s a happy day. Reading still abounds in our family where the
more you know, the better individual you can be. I truly believe that reading leads
to enlightenment and discounts ignorance.
During the school year I’m busy reading The Giver, Night, O’Henry short
stories, and students’ persuasive and expository essays. Reading for myself is a
luxury, but one that I am not willing to relinquish. I am constantly trying to teach
my students that reading can take you many places and teach you many things.
It took me out of my little rural town to worlds I could only imagine. Reading has
led me to wonder about new beginnings and reflect on the past. I want my
students to know that reading is the key to their future. It certainly was the key to
mine.
31
Evaluation Rubric
Maximum: 25 points
Criterion
All components included:
[]Cover Sheet
[]brief target school description:
•
•
•
•
Unacceptable
Acceptable
Something is missing
All components present, complete, and
properly aligned with requirements
[X]Materials in at least 3 formats to address
the needs and interests of diverse readers and
learners
demographics
MC learning environment
school mission +/or goals
dominant teaching approach of
faculty
[]element that presents parameters of
project or project outline
[]curricular objective(s)
[]research synthesis
[]reading list, in the form of an annotated
bibliography
[]multiple formats x 3 (one per format)
[]leisure reading promotion strategies
[]1 rubric with group self-assessment
(don't forget individual elements below)
Value: 4 (does not duplicate values
elsewhere)
1.2
Literacy and Reading:
•
•
•
•
•
•
•
Value: 6
knowledge of the reading
process
familiarity with reading material
for children and youth
current major trends in reading
material
multiple formats
strategies to promote leisure
reading
personal enjoyment of reading
lifelong habit promotion
[]Little or no evidence of
knowledge of the reading
process, or evidence is
unconvincing
[X]Evidence of knowledge of the reading
process: including documented reading of
theory, some reflection, and some
application; concepts correctly represented
and properly applied
[]Little evidence of familiarity
with reading material for
[X]Evidence of familiarity with reading
children and youth
material for children and youth: titles are
appropriate for purpose; titles are explored
[]No current titles included in for their relationship to project purpose
reading bibliography (this
year and/or last)
[X]Awareness of major trends in reading
material for children and youth: current titles
[]Contains one or more errors included
in professional knowledge
[X]Variety of strategies to promote leisure
reading: you plan to apply different
strategies for different types of
32
readers/learners
[X]Models personal enjoyment of reading
(MS models own reading enjoyment directly
to students)
[X]Promotes habits of lifelong reading
1.4: Stimulating learning environment
(relationships among facilities, programs,
and environment that impact student
learning)
Little or no evidence of
awareness of the impact of the
climate of the library media
environment on learning
and
[X]Clear identification of relationship(s)
between this project and specific student
learning objectives - project relates to
specific learning objectives
[X]Support of school mission and/or goals
(this means that mission and/or goals of
school must be identified)
3.3 Educational Leader (enhancement of
school improvement efforts)
Value: 2
2.1: Knowledge of learners and learning:
supports the learning of all students,
including those with diverse learning
styles, abilities, and needs
•
•
•
Learner characteristics
Learner motivation and interest
Sound instructional design
Value: 3
1.1: Efficient and ethical informationseeking behavior
(personal information literacy of
candidates; interaction with learning
community to access, communicate, and
interpret intellectual content)
and
3.3 Educational leader: (current
educational trends and issues)
Style: APA 5th ed.
[]Little or no evidence of
knowledge of learner
characteristics, learning
processes, or exceptionalities
[X]Includes accommodation(s) for the major
exceptional "sub-group(s)" in the school
[X]Learning activities are instructionally
sound
[]Link among student interest,
learning, and achievement is [X]Includes proactive strategies for
not established
engaging student interests
[]Over-reliance upon extrinsic
motivation or individual
competition
[]Little or no evidence of the
research process
[X]Research indicates personal information
literacy
[]Unaware of basic trends and [X]Research is adequate to support the
issues in education
project (10 sources minimum, or enough to
cover the subject - whichever is more)
[]Problems with referencing
or unethical use of intellectual [X]Research is appropriately synthesized
property
and packaged for the intended audience
[]Ignores or contradicts
dominant educational
approach in target school
[X]Referencing is proper and complete including inline citations
[X]Articulates relationship of SLM program
with current educational trends and
important issues
Value: 6
[X]Incorporates or harmonizes with
dominant educational approach in target
school
Mechanics: errors do not detract from
effective communication.
Format presentation and organization
[]Errors frequently interrupt
evaluator's ability to absorb
content
[]A few minor errors – Hopefully none.:)
[X]Items meant for viewing by learners, coworkers, and parents are nearly perfect
33
[]Elements to be viewed by
the community have
embarrassing or
unprofessional errors
Value: 2
[X]Organized; headings included and/or
labels applied to required elements
[X]Clear
[]Disorganized; hard to find
required elements
Individual elements:
[]Reading philosophy
•
•
Vague or superficial
Place of reading in personal life
Personal habits connect to
lifelong learning
[]Reflection
•
•
group process (private)
progress toward AASL
competencies
[X]Describes the place of reading in
personal life
[X]Connects personal reading habits to
lifelong learning
[X]Each group member reflects upon group
process
[X]Each group member reflects upon
personal progress toward AASL
competencies
(Neither need to be lengthy)
Value: 2
To be graded individually and privately
Total Initials: DAR, KP, & KW – Group
.
Assessed Project
25