Read for the Stars A Reading & Literacy Project for the Raptors Austin Bonds & Sharon Britt
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Reading & Literacy Project Cover Sheet Element Team Member Names Target School Description
Page Number --
Brief Response Austin Bonds, Sharon Britt Rock Springs ES, part of the Gwinnett
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County Public Schools system; located in the Collins Hill cluster; data based on the 2007-08 accountability report. Opening day: August 16th, 1999; 2007-08
Demographics 6
enrollment total-1,127 students; diverse ethnicity evident.
School Mission or Goals/Beliefs
Rock Springs ES beliefs: 1. Instruction will 7-8
be varied to meet individual needs to facilitate life long learning. 2. Every child will be motivated to learn by actively participating in meaningful experiences based on his/her unique qualities. 3. Teachers are facilitators of learning and need the support of administrators, staff, family members, students and community to ensure a positive learning environment for all individuals. 4. The school, staff, family members, students and community are partners in providing opportunities for student success. 5. Our school will foster an environment that enables students to develop a positive self-image which empowers them to be respectful, responsible citizens who are motivated to learn. 6. Every child will be afforded a safe learning environment. 7. Teachers will enhance instruction with the use of technology to enable students to be successful in a technology-driven world. 8. Staff and students will embrace our diversity.
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State the relationship between this project and the School Mission or Goals/Beliefs
Creative instruction (#1), engaging 8
experiences (#2), effective collaboration (#3), a positive setting (#5), and relevant technology (#7) are the beliefs “Read for the Stars” will be framed and succeed through.
School’s dominant teaching approach
Most teachers at Rock Springs ES have a 8
Master’s degree and have worked in the school for 6-10 years. All staff members participate in professional development throughout the year in meetings and workshops.
Project Outline
“Read for the Stars” will encourage and
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promote leisure reading through free choice of book titles. Using Celebrity READ posters for advertisement, promotion, and incentive purposes, collaborative competition among grade levels will initiate drive for students to achieve a shared goal.
Curricular Objectives
Target areas: reading orally with speed
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and accuracy, stronger communication skills, comprehension, book diversity, enhanced diction, creative expression.
Research Synthesis: 50 words
Supporting research in this project 15-16
highlights the benefits of DEAR and SSR time. In a reading promotion, free choice of books is important. Furthermore, competition and social collaboration can be leveraged to encourage cooperation and increase interest in learning. Finally, incentives can encourage students to engage in reading, while videos and audio books can also have a beneficial effect on reading motivation for students.
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Research Synthesis: List of major authors/researchers.
Siah Poh Chua, Christiana Clark & Kate 16-17
Rumbold, Sybilla Cook, Julie Elliott, Linda Gambrell, John Guthrie, Sunil Iyengar & Don Ball, Marione Kaiser, Stephen Krashen, Andrew Pachtman & Karen Wilson, Marc Sadoski, Ruth Small, Suzanne Stauffer
Reading List (in form of Annotated Bibliography - items students will read)
No. of titles: 30 17-23
These titles were chosen because they [might] have the word “star” in the title or in image form, be an award winner, have film adaptations and audio counterparts, or be multicultural or a new release.
Formats
1. Print books 23-24
2. Audio books 3. Film
Leisure Reading Promotion Strategies
1. SSR and DEAR time 24
2. Personal choice of reading material 3. Film and audio books 4. Media center author visits
How did you demonstrate your knowledge of reading process?
The primary way Sharon and I 25
demonstrated our knowledge of the reading process is through research. Research compels a student to find an intriguing book, read it, and grow in knowledge and retention capability.
What trends in reading instruction are most relevant here?
1. SSR and DEAR time 25
2. Story sessions with the media specialist 3. Lessons on the reading process 4. Student research
Differentiation strategies (for individuals and/or subgroups)
1. Project focus on the word “star” 25
2. Audio books and film 3. Multicultural books 4. Tactile books and stuffed animals 5. Celebrity factor
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6. Research emphasis 7. National Author’s Day cross promotion 8. Classroom collaboration How does a MS model personal enjoyment of reading?
The media specialist can reveal personal
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reading enjoyment by sharing his or her favorite books on the project reading list with students and recommending titles similar in content or theme.
List your strategy (or strategies) for engaging student interest.
1. Compelling title of competition 25
2. Celebrity READ posters 3. Classroom reward 4. Finding “star” books for double points 5. Star die cuts, stickers 6. Personalized student posters 7. Freedom to select books
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Target School For this project, Sharon and I are working with Rock Springs Elementary School, part of the Gwinnett County Public Schools system. The Accountability Report for Rock Springs is posted on the system’s website, and data pertaining to the school’s improvement plan, student demographics, CRCT scores, promotion requirements and staff education is dated for the 2007-08 school year, the most current information available. Demographics Rock Springs ES (K-5) is located in the Collins Hill cluster at 888 Rock Springs Road, Lawrenceville, GA, 30043. The school opened, oddly enough, the same day as the Mall of Georgia: August 16, 1999. The mascot is the raptor, and the school colors are blue, green and white. For the 2007-08 year, enrollment totaled 1,127 students. The demographic breakdown by ethnicity is as follows: Asian/Pacific Islander: 12%; Black: 19%; Hispanic: 15%; American Indian/Alaskan Native: 0%; White: 48%; Multiracial: 5%. 11% (124 students) were in the special education program, while 4% (45 students) were in the ESOL program. 28% of students were on the free or reduced lunch program. Average attendance is 97%. To foster responsibility and personal integrity, a motto was also developed this year: “Respect the Rock.” Media Center The Rock Springs media center is staffed with a full-time media specialist and full-time media clerk. Books, magazines, reference materials, audio/video hardware, including overhead projectors, digital cameras, CD players and video cameras, and computers are available for student and staff use throughout the day. Two computers are used for book checkout through a bar code scanning system. Twenty seven computers are available for student use, and all face a drop down screen paired up with a projector. The media specialist can alternate the projector between a computer feed and a DVD/VCR unit for the purpose of lesson instruction. The media specialist also works with fifth grade students to produce a morning news broadcast and uses a SMART board for teaching during class story times. Two rooms joined to the media center store additional inventory, notably books and extra audio/video hardware. Reading Raptors, a student reading incentive program, is utilized to encourage students to read more for pleasure; monthly prizes are awarded, along with the opportunity to come to an author visit. For the 2009-10
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school year, the Reading Raptors goal is to accumulate a school wide total of 100,000 minutes. County Mission/Strategic Goals and School Beliefs The eight beliefs framing educational instruction at Rock Springs are guided by the mission and seven strategic goals of Gwinnett County Public Schools. The mission of GCPS is “to pursue excellence in academic knowledge, skills, and behavior for each student, resulting in measured improvement against local, national, and world-class standards.” To fulfill this mission, GCPS implements seven relevant goals: 1. GCPS will ensure a world-class education for all students by focusing on teaching and learning the Academic Knowledge and Skills (AKS) curriculum. 2. GCPS will ensure a safe, secure, and orderly environment for all. 3. GCPS will optimize student achievement through responsible stewardship of its financial resources and the proactive pursuit of all resources necessary to meet current and future demands. 4. GCPS will recruit, employ, develop, and retain a workforce that achieves the mission and goals of the organization. 5. GCPS will meet the continuing and changing demand for essential information through technological systems and processes that support effective performance and desired results. 6. GCPS will provide and manage the system’s facilities and operations in an exemplary manner as determined by programmatic needs and best management practices. 7. GCPS will apply continuous quality improvement strategies and principles as the way the organization does business. The eight beliefs Rock Springs Elementary School staff exhibit every new school year align with the seven GCPS strategic goals and include: 1. Instruction will be varied to meet individual needs to facilitate life long learning. 2. Every child will be motivated to learn by actively participating in meaningful experiences based on his/her unique qualities. 3. Teachers are facilitators of learning and need the support of administrators, staff, family members, students and community to ensure a positive learning environment for all individuals.
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4. The school, staff, family members, students and community are partners in providing opportunities for student success. 5. Our school will foster an environment that enables students to develop a positive self-image which empowers them to be respectful, responsible citizens who are motivated to learn. 6. Every child will be afforded a safe learning environment. 7. Teachers will enhance instruction with the use of technology to enable students to be successful in a technology-driven world. 8. Staff and students will embrace our diversity. Creative instruction (#1), engaging experiences (#2), effective collaboration (#3), a positive setting (#5), and relevant technology (#7) are the beliefs “Read for the Stars” will be framed and succeed through. Faculty Approach For the 2007-08 school year, the majority of staff members held a Master’s degree; this was followed by a Bachelor’s, Specialist and Doctorate. In terms of experience, the majority of staff members have 6-10 years. This is followed by 1620, 11-15, 0-5, 21-25, and 26 or more. Based on other highlights noted in the Accountability Report, it is apparent the staff focused heavily on literacy and writing, evidenced by the school’s first Annual Literacy Night and Saturday writing sessions offered to qualifying fifth grade students. A Math Night is planned for the 2008-09 school year. Throughout the year, staff members took part in professional development sessions for the purpose of acquiring professional learning units and gaining new knowledge, ideas, or best practice techniques. Condensed Lesson Plan A brief outline of the “Read for the Stars” literacy project is also available for review in the attached PowerPoint presentation. I. Hollywood Reads `
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Celebrities create visibility and selling power for products, ideas ◦
Tony Stewart for Burger King
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Bono for RED/ONE campaigns
Studies denote decline in pleasure reading ◦
Children, teenagers, adults all included
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Results: lower test scores, job income, civic involvement
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“Read for the Stars” objectives: ◦
Leverage celebrity fame factor
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Facilitate collaborative competition
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Spur desire for leisure reading
II. Scope and Focus `
Target school: Rock Springs ES (K-5)
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Classes compete by grade level
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Special education students included
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Points issued for completed books
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Duration: nine weeks
One winning class per grade ◦
Prize: two Celebrity READ posters `
One for the boys, one for the girls
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Voting decides the choices
III. Skills Emphasis `
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Collaboration ◦
Working with peers
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Accomplishing a shared goal
Research ◦
Finding books with “star” in the title
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Finding books with a star in image form
Technology ◦
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Discernment ◦
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Using media center electronic catalog Comparing differences between books and film/TV adaptations
Independence ◦
Reading for self, not for others Complete Lesson Plan
In our current society, celebrities wield influence. From Rachael Ray to Tom Cruise, Katherine Heigl to Michael Phelps, Bono to Tim Gunn, highly visible people like these are synonymous with success, be it in television, film, music or Olympic medals. With this visibility comes the possibility to create opportunity. Notice the vision. Say a female fifth grade student has a poster of the Jonas Brothers on her wall, the very popular rock band millions of girls adore. Incidentally, the American
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Library Association (ALA) has a poster of this very group in their store. Behind the brothers, however, is a powerful word, a word which might transcend the paper and sink into the mind of this fifth grader: read. Moreover, maybe this thought will rise in her mind: “The Jonas Brothers like to read. I don't, but maybe I will try harder.” Might this scenario also play out for the third grade boy who loves the skateboard legend Tony Hawk and follows his every career move? A poster of Hawk is also in the ALA store. Consider his thought process: “Tony Hawk reads? Awesome! Mom, I want to read more too!” Leveraging these scenarios and the intentional focus to see them become visible realities, Sharon and I wish to introduce a unique literacy project to Rock Springs ES: “Read for the Stars.” This project will be initiated the second week of a new school year. To start the marketing buzz, die cut stars will be placed on hallway walls and other visible places students walk by; the phrase “Catch a Falling Star” and sample book titles will be written on them. The collaborative competition begins the second nine weeks, and the launch is underscored by six Celebrity READ posters purchased from the ALA tailored to age and gender. The posters will be placed in high traffic locations, notably the cafeteria and hallways near bus and car rider zones. A flyer will go home with students for parents explaining the details of the project; parents will also play a role in the documentation process for reading students do in their personal time at home. Star stickers will be continuously distributed to students through the nine week period to keep interest strong. National Author's Day will also take place during this nine week period, so cross promotion will be strongly beneficial to the project. Reading for pleasure offers numerous benefits that encourage a love of reading, and intrinsic motivation to read is a desirable goal (Clark & Rumbold, 2006). Overcoming a student’s claim that reading is a boring activity, Suzanne Stauffer states, “The best method for developing motivation for uninteresting tasks is to encourage self-initiation and responsibility through goal-setting and free choice” (Stauffer, 2009). “Read for the Stars” will employ these methods. Students will receive points for reading books, and classes will compete by grade level. Competition can also encourage cooperation among team members. It is always fun to measure oneself against one’s peers (Cook, 1997). Special education classes are also included in this competition. A tier system for points will be implemented by page counts: 1-100 page books equal one point; 101-500 pages, 2; 500 or more, 3. DEAR and SSR time can be utilized by teachers to give students opportunity to read more during school hours.
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Sustained Silent Reading (SSR) and Drop Everything and Read (DEAR) are examples of programs that, if implemented correctly, can have a positive impact on student reading motivation and development (Chua, 2008; Small et al., 2009). SSR is of significant value in promoting reading achievement when combined with a regular program of reading instruction (Sadoski, 1982). Furthermore, studies of in school free reading are considered the gold standard for demonstrating the effectiveness of recreational reading (Krashen, 2006). A study by Andrew Pachtman and Karen Wilson confirms this. Asking fifth-grade students survey questions about their fourth-grade reading experience, the researches discovered “having a lot of books in the class library” ranked high in votes, followed up by “choosing your own books” and “participating in book counts and celebrations” (Pachtman & Wilson, 2006). Students will keep track of their books and the corresponding points during the duration of the project, and teachers will sign off on the forms. Research (and double the points) will be leveraged by encouraging students to use the media center electronic catalog to locate books with the word star in the title or in a book in image form. The process will expose students to a larger variety of titles, facilitate a stronger grasp of technology and its role in education, and instill satisfaction in challenged or disabled readers who have difficulty or inability to read text. Excitement finding a star in a book in some form will undoubtedly foster a spirit of accomplishment for all students. Morning announcements will periodically include updates for grade level leaders in point totals. After the nine week period is over, points will be tallied and a winning class will be declared for K-5 and special education. Each winning class by grade level will receive two Celebrity READ posters for their room, one for the girls and one for the boys. Providing praise and rewards are a pervasive strategy for encouraging effort and attention. In fact, many teachers use collaboration to activate and maintain students’ intrinsic motivation and mastery goal orientation (Guthrie, 2001). These prizes will be decided by voting, a way to continue the spirit of collective collaboration between peers. Teachers can create activities and implement lesson plans on the subject of stars during this project too; a science unit on astronomy with a star focus would be highly fitting. If the theme of this project is used for the duration of the school year, energy can be maintained after the competition is over through additional signs strategically placed around the school. The call is to incite students to [Keep] “Reading for the
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Stars.” Students can also post their picture and write their names and favorite books on large, die cut stars throughout the school, complete with this fitting tagline: “What's Your Star Book?” Like the celebrity, students will enjoy the visibility factor and chance to recommend books they love to peers. Incidentally, Creekland MS currently uses this strategy with faculty members. Highly professional posters are on the walls around the school with pictures of teachers reading a book, undoubtedly one effective way to create a stir for student reading. Value creation is critical here. Teachers who are effective reading mentors support students in developing strategic reading behaviors that help them become proficient and independent readers who read for pleasure (Gambrell, 2007). If imitation is flattery, teachers at Creekland should be blushing. In time, the desire to read because celebrities do will be eclipsed as the focus turns inward. This turn will hopefully continue into middle and high school, along with college. A passion for personal reading tends to drop in education beyond elementary school, but schools are making the push. Assistant librarian Julie Elliott comments on academic libraries and their primary reason to keep the reading flame burning: “Probably the best reason to keep finding ways to promote recreational reading in the college library is to be able to witness those moments when the students connect with their reading” (Elliott, 2007). This connection will be noticeable with age. Reading is an irreplaceable activity in developing productive and active adults as well as healthy communities (Iyengar & Ball, 2007). This journey begins with the turn of one page. Relevant Curricular Objectives Sharon and I will follow the Georgia Performance Standards for this literacy project. Expectations for student achievement change with each successive grade, but the underlying principles in “Read for the Stars” stay in place: information is both meaningful and enjoyable when it’s comprehended and applied effectively, media sources are highly valuable tools for unearthing new information, collaboration creates unity and a sense of shared ownership, and research skills instill a spirit of independent empowerment. Kindergarten ELAKR1 – Reading: The student demonstrates knowledge of concepts of print.
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ELAKR4 – Reading: The student demonstrates the ability to read orally with speed, accuracy, and expression. ELAKR6 – Reading: The student gains meaning from orally presented text. ELAKLSV1 – Listening/Speaking/Viewing: The student uses oral and visual skills to communicate. First Grade ELA1R1 – Reading: The student demonstrates knowledge of concepts of print. ELA1R4 - Reading: The student demonstrates the ability to read orally with speed, accuracy, and expression. ELA1R6 – Reading: The student uses a variety of strategies to understand and gain meaning from grade-level text. ELA1LSV1 – Listening/Speaking/Viewing: The student uses oral and visual strategies to communicate. Second Grade ELA2R1 – Reading: The student quickly applies knowledge of letter-sound correspondence and spelling patterns to decode unfamiliar words. ELA2R2 - Reading: The student demonstrates the ability to read orally with speed, accuracy, and expression. ELA2R3 – Reading: The student acquires and uses grade-level words to communicate effectively. ELA2R4 – Reading: The student uses a variety of strategies to gain meaning from grade-level text. ELA2LSV1 – Listening/Speaking/Viewing: The student uses oral and visual strategies to communicate. Third Grade ELA3R1 – Reading: The student demonstrates the ability to read orally with speed, accuracy, and expression.
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ELA3R2 – Reading: The student acquires and uses grade-level words to communicate effectively. ELA3R3 – Reading: The student uses a variety of strategies to gain meaning from grade-level text. ELA3C1 – Conventions: The student demonstrates understanding and control of the rules of the English language, realizing that usage involves the appropriate application of conventions and grammar in both written and spoken formats. ELA3LSV1 – Listening/Speaking/Viewing: The student uses oral and visual strategies to communicate. Fourth Grade ELA4R1 – Reading: The student demonstrates comprehension and shows evidence of a warranted and responsible explanation of a variety of literary and informational texts. ELA4R2 – Reading: 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 non-fiction) 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. ELA4R3 – Reading: The student understands and acquires new vocabulary and uses it correctly in reading and writing. ELA4R4 – Reading: 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. ELA4C1 – Conventions: The student demonstrates understanding and control of the rules of the English language, realizing that usage involves the appropriate application of conventions and grammar in both written and spoken formats.
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ELA4LSV2 – Listening/Speaking/Viewing: The student listens to and views various forms of text and media in order to gather and share information, persuade others, and express and understand ideas. Fifth Grade ELA5R1 – Reading: The student demonstrates comprehension and shows evidence of a warranted and responsible explanation of a variety of literary and informational texts. ELA5R2 – Reading: 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 non-fiction) 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. ELA5R3 – Reading: The student understands and acquires new vocabulary and uses it correctly in reading and writing. ELA5R4 – Reading: 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. ELA5C1 – Conventions: The student demonstrates understanding and control of the rules of the English language, realizing that usage involves the appropriate application of conventions and grammar in both written and spoken formats. ELA5LSV2 – Listening/Speaking/Viewing: The student listens to and views various forms of text and media in order to gather and share information, persuade others, and express and understand ideas. Research Synthesis Supporting research in this project highlights the benefits of DEAR and SSR time. In a reading promotion, free choice of books is important. Furthermore, competition and social collaboration can be leveraged to encourage cooperation and increase interest in learning. Incentives can encourage students to engage in reading, while videos and audio books can also have a beneficial effect on reading
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motivation for students. Finally, reading for pleasure translates into lifetime benefits, both professionally and personally. References Amazon.com. (2009). Selected annotated bibliography images retrieved from http://www.amazon.com Chua, S.P. (2008). The effects of the sustained silent reading program on cultivating students’ habits and attitudes in reading books for leisure. Clearing House, 81(4), 180-184. Retrieved from ERIC database. (ED31395462) Clark, C., & Rumbold, K. (2006). Reading for pleasure: A research overview. London, UK: National Literacy Trust. Retrieved from http://www.literacytrust.org.uk/research/Reading%20for%20pleasure.pdf Cook, S. (1997). Get ready, get set, go read! Motivation through competition. Emergency Librarian, 24(5), 29. Retrieved from ERIC database. (ED9707034207) Elliott, J. (2007). Academic libraries and extracurricular reading promotion. Reference and User Services Quarterly, 46(3), 34-43. Retrieved from ERIC database. (ED24854714) Gambrell, L.B. (2007). Promoting pleasure reading: The role of models, mentors, and motivators. Reading Today, 25(1), 16. Retrieved from ERIC database. (ED26183108) Georgia Department of Education. (2008). Georgia performance standards: English language arts and reading k-5. Retrieved from https://www.georgiastandards.org/Standards/pages/BrowseStandards/ELASt andardsK-5.aspx Guthrie, J. T. (2001). Contexts for engagement and motivation in reading. Reading Online, 4(8). Retrieved from http://www.readingonline.org/articles/handbook/guthrie/index.html
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Gwinnett County Public Schools. (2008). Accountability report, results-based evaluation system, rock springs elementary school. Retrieved from http://gwinnett.k12.ga.us/gcpsmainweb01.nsf/FileAttachments/B1ECF0C8837 6DCE285256BCE004FEEC2/$file/RockSpringsES.pdf Iyengar, S., & Ball, D. (2007). To Read or Not To Read: A Question of National Consequence. Washington, DC: Office of Research & Analysis. Retrieved from http://www.nea.gov/research/ToRead.pdf Kaiser, M.M. (Ed.). (2000). Non-print YA literature connection. Bud, not buddy: Common reading, uncommon listening. The ALAN Review, 27(3), 40-44. Retrieved from http://scholar.lib.vt.edu/ejournals/ALAN/spring00/kaiser.html Krashen, S. (2006). Pleasure reading. Young Learners SIG Spring Issue 2006. Retrieved from http://www.iatefl.hu/docs/Stephen_Krashen.pdf Pachtman, A.B., & Wilson, K.A. (2006). What do the kids think? Reading Teacher, 59(7), 680-684. Retrieved from ERIC database. (ED20430355) Rock Springs Elementary School. (2009). Parent/student handbook. Lawrenceville, GA: Rock Springs Elementary School. Sadoski, M. (1982). SSR, accountability and effective reading instruction. Retrieved from ERIC database. (ED222863) Small, R. V., Angelastro, E., Bang, S., Bainbridge, S., Brindamour, S., Clarke, J., et al. (2009). Reading incentives that work: No-cost strategies to motivate kids to read and love it! School Library Media Activities Monthly, 25(9), 27-31. Retrieved from ERIC database. (ED37557737) Stauffer, S.M. (2009). Summer reading incentives. Children and Libraries, 7(2), 5355. Retrieved from ERIC database. (ED44058437) Annotated Bibliography These are a sampling of the books that can be utilized for the “Read for the Stars” project. The list below contains books that might have the word “star” in the title, be multicultural in focus, fiction, or nonfiction, selected for various reading levels, or be an award winner or new release. Readers may choose from this list,
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along with other books of their preference. Many of these books also have film adaptations and audio book versions, other methods to be used in conjunction with the print form. Andersen, H. (1999). The ugly duckling. New York: Morrow Junior Books. An ugly duckling spends an unhappy year ostracized by the other animals before he grows into a beautiful swan. This book is included because it's a classic and Caldecott Honor title. (ages 4-8)
Barrett, J. (1978). Cloudy with a chance of meatballs. New York: Atheneum. Life is delicious in the town of Chewandswallow where it rains soup and juice, snows mashed potatoes, and blows storms of hamburgers until the weather takes a turn for the worse. The new movie in theaters will be used in conjunction with this book, a Young Reader Medal winner. (ages 4-8) Beyer, K. (2009). Star trek voyager: Full circle. New York: Pocket Books. The U.S.S. Voyager is sent out on mission to the planet Kerovi, and the Captain and his first officer must make some important life saving decisions. This book was chosen because the word “star” is in the title. (4th grade +)
Carle, E. (1994). The very hungry caterpillar. New York: Scholastic Books. In this book, the very hungry caterpillar eats and eats and finally changes into a beautiful butterfly. This is a great book for new readers and special needs students. (ages 4-8)
Carlstrom, N. (1987). Wild wild sunflower child Anna. New York: Macmillan Publishers. An African-American child sees all the greatness of the outdoors in this book. This book will appeal to the AfricanAmerican reader. (ages 4-8)
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Curtis, J. (1998). Today I feel silly: And other moods that make my day. New York: Harper Collins Publishers. A child's emotions range from silliness to anger to excitement, coloring and changing each day. This is a fun book about mood changes. (ages 4-8)
Dahl, R. (2004). Charlie and the chocolate factory. New York: Knopf. Each of the five children lucky enough to discover an entry ticket into Mr. Willy Wonka's mysterious chocolate factory takes advantage of the situation in his or her way. This book is a classic for all to enjoy, and also has two excellent movies to go along with it. (ages 9-12) Davidson, M. (1996). Helen Keller’s teacher. New York: Scholastic Paperbacks. Annie Sullivan was Helen Keller’s teacher, growing up poor and partially blind. Helen Keller was deaf and blind, and Annie taught her how to read and write. This book relates to special needs children and is nonfiction. (4th grade +)
DiCamillo, K. (2003). The tale of despereaux. Cambridge: Candlewick Press. This book outlines 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. This is a popular book with a recent movie adaptation. (ages 8+) D’Lacey, C. (2007). Fire star. New York: Orchard Books. David Rain is faced with the most perilous task yet when Gwilanna returns, this time determined to resurrect the dragon Gawain on the ice cap of the Tooth of Ragnar, unless David and her friends can stop her. This book includes the word “star” in the title. (ages 9-12)
Florian, D. (2007). Comets, stars, the moon, and mars: Space poems and painting. New York: Harcourt. This is a poetry book that highlights the sun, the stars, and other bodies in the sky; it is a wonderful picture book. This book has the word “star” in the title. (ages 9-12)
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Gaiman, N. (2008). The graveyard book. New York: Harper Collins. Nobody Owens is a normal boy, except that he has been raised by ghosts and other denizens of the graveyard. This is a Newbery award winning current book. (ages 9-12)
Garza, X. (2005). Lucha libre: The man in the silver mask. El Paso: Cinco Puntos. When Carlitos attends a wrestling match in Mexico City with his father, his favorite masked-wrestler has eyes that are strangely familiar. This book appeals to the Hispanic population and is bilingual for the ESOL student. (ages 5-9)
Gibbons, G. (1992). Stargazers. New York: Holiday House. This informational book, aimed at young readers, explains the nature of stars and constellations, telescopes, and how planetariums work to help us learn about the stars. This book includes the word “star” in the title too. (ages 4-8)
Howard, F. (2008). Stars. Edina: ABDO Publishers. This is a book about stars, our galaxy, the life of a star, stars of all sizes, and constellations. The title of this book has “star” and is newly released. (ages 5-9)
Lewis, C.S. (2005). The Chronicles of narnia: The lion, the witch and the wardrobe. New York: Harper Entertainment. Four English schoolchildren enter the back of a wardrobe into the magic land of Narnia and assist its ruler, the golden lion Aslan, in defeating the White Witch who has cursed the land with eternal winter. This book is a classic and has become more popular with its recent movie adaptation. (ages 9-12)
Lowry, L. (1998). Number the stars. Boston: Laurel Leaf Library. In 1943, during the German occupation of Denmark, ten-yearold Annemarie learns how to be brave and courageous when she helps shelter her Jewish friend from the Nazis. This is a Newbery award winning book. (ages 9-12) 20
Martin, Jr., B. (1996). Brown bear, brown bear what do you see? New York: Henry Holt & Company. Children see a variety of animals, each one a different color, and a teacher looking at them. This book encourages interaction between the reader and the students, and appeals to special needs students through the pictures and repetition. (ages 4-8)
McAllister, M. (2005). Urchin of the riding stars. New York: Miramax Books/Hyperion Books for Children. A group of animals, led by an orphaned squirrel, learn about friendship and loyalty when they band together to defend their island kingdom against evil forces. Part of a series, this book will interest children enough to read the other titles in the collection. The word “star” is in the title as well. (ages 8-12)
Raum, E. (2009). The Star-Spangled Banner in translation: What it really means. Mankato: Capstone Press. This book contains the original national anthem text, along with a version that explains the meaning of the original; it also gives the history and events surrounding the national anthem and reveals why it is important. This book is historical and has the word “star” in the title. (ages 9-12) Riordan, R. (2005). The lightning thief. New York: Miramax. Percy Jackson learns he is a demigod, the son of a mortal woman and Poseidon. His mother sends him to a summer camp for demigods where he and his new friends embark on a quest to prevent a war between the gods. This popular children’s book has a movie coming out soon. (ages 5-8) Riordan, R. (2008). The maze of bones. New York: Scholastic. Amy and Dan hunt for 39 clues and the answers to what really happened to their parents. This new series will interest children to continue reading all of the upcoming titles to find out all of the clues. (ages 9-12)
Sayre, A. (2005). Stars beneath your bed: The surprising story of dust. New York: Greenwillow Books. This book explains what dust is, how it’s made, and how it compares to nature and its beauty. The book includes the word “star” in the title. (ages 4-8)
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Scott, H. (2009). Star wars, the clone wars: Jedi adventures. New York: Dorling Kindersley. Follow Jedit Ahsoka, Anakin and Luminara Unduli on their adventures in the dangerous Clone Wars. This book is a recent release and has the word “star” in the title. (ages 9-12)
Selden, B. (1989). The story of Walt Disney: Maker of magical worlds. New York: Parachute Press. This book is the story of Walt Disney. He spent his life using his creative imagination and entertained many people with fantasy. This is a nonfiction book that will appeal to fans of Disney World and Disney Land. (4th grade +)
Sendak, M. (1991). Where the wild things are. New York: Harper Collins Publishers. A naughty little boy, sent to bed without his supper, sails to the land of the wild things where he becomes their king. This popular, Caldecott medal winner recently hit theaters in film form. (ages 5-7)
Seuss, Dr. (2007). The cat in the hat. New York: Random House. When a stranger comes in while mom is not home, there is big trouble. This classic Dr. Seuss book is great for all ages with wonderful pictures and rhyming words; a movie adaptation was in theaters in 2003. (ages 4-8)
Spinelli, J. (2000). Stargirl. New York: Random House. Stargirl has always been home schooled, but is now going to a regular high school. She does whatever seems right at the time, and doesn’t really care what others think. She tries going along with the crowd, but that doesn’t work either. This book has the word “star” in the title. (5th grade +) White, E.B. (1999). Charlotte’s web. New York: Harper Collins Publishers. Charlotte the spider saves the life of Wilbur the pig by sacrificing her own life. This book is a classic and has numerous movie adaptations to go along with it. (ages 9-12)
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Willard, N. (1993). A starlit somersault downhill. Boston: Little Brown and Company. This is a lyrical rhyming book. In the story, Rabbit decides to venture out in the world instead of staying the winter with Bear as he had planned. This book is included because of the word “star” in the title. (ages 4-8)
Formats 1. Print books. The media center is stocked with a large, diverse collection of titles, and all difficulty levels are available for students. Also, since this literacy project will utilize research as a tool, locating print books with the word “star” in the title or in the book in image form empowers a student to consistently use the catalog on the library’s computers. This creates a deeper familiarity with book arrangement and numbering. The included annotated bibliography highlights titles of note that will be included for primary use in this project. 2. Audio books. Now a staple in public book stores, numerous stories for children today are available in the auditory format. Stations in the media center with CD players and cassette decks provide the opportunity to hear a compelling or funny story in a fresh way. Furthermore, sites on the web have free audio books for children. Teachers or media specialists can download the story (and text too) and burn it to a CD for use. This is a vision for the future, but I believe the media specialist can easily leverage the popularity of the iPod by creating a new station in the media center with one or two of these portable players for student use. Audio books (as well as films) can be purchased on the web or in the iTunes store, and this is a highly effective way to infuse reading with a student’s continuous intrigue for technology. Marione Kaiser deems the audio book version of the 2000 Newbery award book Bud, Not Buddy, “A fine story, well-performed and beautifully produced” (Kaiser, 2000). 3. Film. A perfect complement to print books, film provides a visual way for students to learn. A book trailer (promoting a book through video) is another emerging method to incorporate film into education (Small, 2009). This format is excellent for the purpose of comparison; students can contrast the story in a book to the film adaptation, noting the similarities and differences. One example that immediately comes to mind is Cloudy with a Chance of Meatballs. Originally published in 1978 by Judi and Ron Barrett, the film will be released September 18,
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2009, in theaters. Wasting no time, the Scholastic website has a discussion guide ready for lesson implementation. Similar promotions are taking place for Where the Wild Things Are, released two days ago in film form. Knowing a single format will not appeal to every student, this three-legged stool provides opportunity for all students to learn in distinct ways. In short, the eyes, ears and hands are used to increase literacy: eyes, by scanning a page and watching a film; ears, by listening to an author narrate a story; hands, through the turn of a page. In addition to these three primary formats, we intend to use other secondary formats to supplement the scope and vision of the project, which may include author visits, a group read aloud, and story time in the media center. The use of technology will also play a role, notably computers through collective reading sessions with electronic books. We also intend to accommodate special needs students in this literacy project. Since numerous students in this group are unable to read, audio and video formats will be very effective. Audio books and film will be used in this subgroup, along with electronic books available on the web. For instance, through the use of a wireless switch called a “jelly beamer,” highly impaired students are able to be involved in the use of technology in the classroom, e.g. listening to a story on the Tumblebooks website (www.tumblebooks.com) and advancing the page through the switch. Lastly, special needs students learn through tactile methods; accordingly, we will use puppets or stuffed animals included in a story to aid in the learning process. This approach is primarily tailored to visually impaired students; the sensory experience of touching other textures is powerful. A book on the subject of food in a special needs classroom can be underscored with tactile representation through cooking. Students can smell and taste the items that make up the unique recipe, along with using a wired (or wireless) switch to aid in the process by controlling a specific kitchen tool (a blender or mixer). Leisure Reading Promotion Strategies `
Sustained silent reading (SSR) and DEAR time
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Personal choice of reading material
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Film and audio books
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Celebrity READ posters
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Media center author visits
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Leveraging the Reading Process The primary way Sharon and I demonstrated our knowledge of the reading process is through research. Research compels a student to find an intriguing book, read it, and grow in knowledge and retention capability. Reading Instruction Trends `
SSR and DEAR time
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Story sessions with the media specialist
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Lessons on the reading process
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Student research Differentiation Strategies
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Project focus on the word “star”
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Audio books and film
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Multicultural books (for Hispanic and African-American students)
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Tactile books and stuffed animals (for special needs students)
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Celebrity factor
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Research emphasis
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National Author’s Day cross promotion
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Classroom collaboration The Media Specialist Model The media specialist can reveal personal reading enjoyment by sharing his or
her favorite books on the project reading list with students and recommending titles similar in content or theme. Teachers can exercise this call to action too. Engaging Student Interest `
Compelling title of competition
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Celebrity READ posters
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Classroom prize
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Finding “star” books for double points
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Star die cuts, stickers
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Personalized student posters
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Freedom to select books
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Personal Reading Philosophy: Austin Bonds I still find it strange to believe, but my desire for leisure reading started in my undergraduate degree writing essays. I didn’t mind the idea of responding critically to specific ideas, people or even poetry, but did discover the process to be difficult. Accordingly, I looked forward to the day writing disappeared, e.g. graduation. However, during the summer of 2005, I decided to try writing a book. Noting my distaste for writing in college moments ago, I believe the desire to undertake this large project came from the freedom to explore content of personal intrigue. As a result, I self-published a short memoir and created a web log (BLOG) to supplement the idea I initially set forth in the book: character formation. Since this day, I constantly read for new ideas. I consult the web for newspapers, articles on technology, finance, running, spirituality, music, photography, diet and nutrition, film reviews and commentary, and magazines and BLOGS of every type to discover fresh fodder for writing. Diversity of opinion also plays a role in my time reading and contemplating subject matter for ideas. For instance, when I study news on the web, I visit CNN, FOX, MSNBC, the New York Times, USA Today, the Atlanta-Journal Constitution, the Wall Street Journal and the British Broadcasting Corporation (BBC). Objectivity is undoubtedly desirable, but I do recognize a bias will be evident to some degree in each source I reference. This bias, however, empowers me to understand local and national stories better through distinct perspectives, thus resulting in a more informed conclusion concerning the event, opinion or idea under consideration. I also make periodic trips to the local library for books I have written down on a running list. Not surprisingly, this list for new books to read grows from reading other sources on a daily basis. I personally prefer works of nonfiction, and gravitate towards those which focus on consumer behavior, tomes which examine psychology, neuroscience and marketing, including The Tipping Point, Buyology, Traffic and Purple Cow. No subject is off limits though. I also enjoy memoirs and books on history and current affairs. 1776, Born Standing Up and The World is Flat immediately come to mind. As a media specialist, I intend to include more fiction in my personal reading time for the purpose of making good book recommendations to students. To accomplish this task, I will rely on the support of colleagues I work with, reviews posted on the web and in print, visiting conferences and public and academic libraries, and subscribing to publisher newsletters or journals.
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I recognize the way reading enhances diction and knowledge too. Staying current on events and ideas of note always helps me contribute relevant points to conversations I share with others, and they in turn usually generate further questions worth pondering more. Lastly, it is my personal quest to leverage reading for wisdom, utilizing the information I acquire to make decisions through the lens of personal integrity. Personal Reading Philosophy: Sharon Britt Reading is everywhere and everything. You must be able to read to be successful in school in all subject areas. Reading is a skill that applies to all professions. Reading is an essential part of each day that we live in the world. I was exposed to reading very early in life. My mother was a school teacher and knew the importance of reading. I vividly remember her reading Nancy Drew books to me. I loved them! I think reading does begin at a very young age. A parent or caregiver can definitely instill the love of reading in a child. Some children do not have anyone that can or that will read to them, so it is a bit longer before they are exposed to books and reading. I definitely think that this impacts reading. Books on tape/CD are a great way to supplement and encourage reading. Listening to the tape while following along with the book can help a child to become interested in reading. I have experienced this with my daughter. I really enjoy most all children’s books but in particular picture books. They not only tell the story through words but also through beautiful images. I read so many of these to my children when they were younger. Books enhance imagination and creativity. One of my favorite days during the school year is “Read Across America Day” which occurs each year on or near Dr. Seuss’s birthday. I have volunteered many times to read to children at school on this day. I thoroughly enjoy Dr. Seuss books especially because of their abstract ideas and rhyming words. Children always really respond well to these books when read aloud. Recently, I was asked to present the inspiration at a 9th district Woman’s Club meeting that I attended. The theme of the meeting was crayons, and I chose to read “My Many Colored Days” by Dr. Seuss. Adults love children’s books as well. I have a degree in Journalism, so during my undergraduate studies I predominately read news in all formats. I still very much enjoy reading the newspaper although it is not often that I get the chance. I like to read current non-
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fiction books, inspirational books, poetry books, and interesting magazine articles. I stated above that books on tape/CD are great for children, but I also think they can be used equally by adults perhaps for different reasons. I listened to “The Purpose Driven Life” by Rick Warren in my car so I could use my time wisely. I also listened to “Freedom from Busyness” by Michael Zigarelli as a supplement to my reading for a Bible study. In addition to the above types of books that I like to read, I have a large collection of cookbooks that I enjoy. This leads me to the point that reading can be presented in many different formats. My personal reading philosophy is that if you can interest someone in one type of reading, they will branch out into other formats of reading and hopefully develop a lifelong love of reading. As a SLMS, I will read journals and book reviews to stay current about newly released children’s literature, keep up-to-date with the award winning children’s books, and follow the weekly best seller list for the most popular books. I’m sure there are additional ways that I will become familiar with throughout this program to keep up with relevant children’s literature.
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Reading and Literacy Project Rubric Criterion All components included: []Cover Sheet []brief target school description: • • • •
Unacceptable
Acceptable
Something is missing
All components present, complete, and properly aligned with requirements
demographics MC learning environment school mission +/or goals dominant teaching approach of faculty
[]Materials in at least 3 formats to address the needs and interests of diverse readers and learners
[]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 selfassessment (don't forget individual elements below) Value: 4 (does not duplicate values elsewhere) 1.2 Literacy and Reading:
[]Little or no evidence of knowledge of the reading process, or • knowledge of the reading evidence is unconvincing process []Little evidence of • familiarity with reading material for children and familiarity with reading material for children and youth youth • current major trends in reading material []No current titles • multiple formats included in reading • strategies to promote bibliography (this year leisure reading and/or last) • personal enjoyment of reading []Contains one or more • lifelong habit promotion errors in professional knowledge Value: 6
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[]Evidence of knowledge of the reading process: including documented reading of theory, some reflection, and some application; concepts correctly represented and properly applied []Evidence of familiarity with reading material for children and youth: titles are appropriate for purpose; titles are explored for their relationship to project purpose []Awareness of major trends in reading material for children and youth: current titles included
[]Variety of strategies to promote leisure reading: you plan to apply different strategies for different types of readers/learners []Models personal enjoyment of reading (MS models own reading enjoyment directly to students) []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
[]Clear identification of relationship(s) between this project and specific student learning objectives - project relates to specific learning objectives []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 information-seeking 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)
[]Little or no evidence of knowledge of learner characteristics, learning processes, or exceptionalities []Link among student interest, learning, and achievement is not established
[]Includes accommodation(s) for the major exceptional "subgroup(s)" in the school []Learning activities are instructionally sound []Includes proactive strategies for engaging student interests
[]Over-reliance upon extrinsic motivation or individual competition []Little or no evidence of []Research indicates personal the research process information literacy []Unaware of basic trends and issues in education
[]Research is adequate to support the project (10 sources minimum, or enough to cover the subject whichever is more)
[]Problems with referencing or unethical use of intellectual property
[]Research is appropriately synthesized and packaged for the intended audience
[]Ignores or contradicts
[]Referencing is proper and
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Style: APA 5th ed. Value: 6
dominant educational approach in target school
complete - including inline citations []Articulates relationship of SLM program with current educational trends and important issues []Incorporates or harmonizes with dominant educational approach in target school
Mechanics: errors do not detract []Errors frequently from effective communication. interrupt evaluator's ability to absorb content Format presentation and organization []Elements to be viewed by the community have Value: 2 embarrassing or unprofessional errors []Disorganized; hard to find required elements Individual elements: []Reading philosophy • •
Vague or superficial
[]Items meant for viewing by learners, co-workers, and parents are nearly perfect []Organized; headings included and/or labels applied to required elements []Clear []Describes the place of reading in personal life []Connects personal reading habits to lifelong learning
Place of reading in personal life Personal habits connect to lifelong learning
[]Each group member reflects upon group process
[]Reflection • •
[]A few minor errors
[]Each group member reflects upon personal progress toward AASL competencies
group process (private) progress toward AASL competencies
(Neither need to be lengthy) Value: 2 To be graded individually and privately Total: 25; ACB & STB
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