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I Love to Read Literacy is for Life: Put Life into your Literacy Manitoba Reading AssociationPage Contents |
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About I Love To Read
The Manitoba Reading Association (MRA) is a provincial council of the International Reading Association. MRA is committed to the promotion of literacy throughout Manitoba. Local councils of MRA are Brandon Reading Council, Portage Area Reading Council, and Reading Council of Greater Winnipeg. A special interest council, Manitoba Council of Reading Clinicians, is also part of the association. MRA consists of educators, parents, Faculty of Education students and other individuals interested in promoting literacy. The theme of for “I Love to Read 2008” follows last year’s thoughts on Expository Text and looks at integrating literacy aspects into literacies that reach contemporary students. Inspiration for this year’s theme came from Canadian educator, David Booth and his text; Reading Doesn’t Matter Anymore…Shattering the Myths of Literacy. He describes new literacies as school literacy, life literacy, print literacy and technological literacy. The I Love to Read Committee discussed these thoughts, looked into their readings, their schools and their literacy experiences to bring you this booklet of ideas and resources. Thank-you to the Manitoba Reading Association council members, the Provincial Coordinator, Carol Hryniuk-Adamov, Linda Ross, Shelley Warkentin and the members of this committee: Gordon Armstrong, Norma Jones, Leslee Munro, Cynthia Van Driel, Alice Williams and Susan Barnabe, for their time, support and contributions. We share with all who work to promote and celebrate literacy during this annual celebration of I Love to Read Month and throughout the year.For further information on MRA, or if you would like to become involved in MRA, please visit our website at: www.readingmanitoba.org. To join the International Reading Association, visit their website at: www.reading.org.
Further Information You may also wish to visit the International Reading Association website. Look for Children’s Choices and Teachers’ Choices. Move on to publications on this site and look up brochures. There are titles such as Explore the playground of Books, Family Literacy and the School Community: A Partnership for Lifelong Learning. Library Safari: Tips for Parents of Young Readers and What is Family Literacy? You may download single copies and there is an order form for multiple copies for your schools. CM Magazine Another site to try is CM Magazine. The site is an electronic reviewing journal of mostly Canadian publications. The books are reviewed by Children’s Literature teachers, librarians and classroom teachers across Canada. The nice thing is that it originates from the University of Manitoba. Just Google CM Magazine and you will find it on the first link. Use this site as a model for your students to illustrate book critiques, research and bibliographies for citing sources. Also refer to the MRYCA, Manitoba Young Readers’ Choice Awards site for information on literature titles and choices. Visit the Children’s Literature Service website where you will find “Read Up on It,” a publication that promotes Canadian children’s literature and reading. Reading Doesn’t Matter Anymore…Shattering the Myths of LiteracyThis year’s theme for I Love to Read is taken from David Booth’s book; Reading Doesn’t Matter Anymore…Shattering the Myths of Literacy. Here, David describes new literacies as school literacy, life literacy, print literacy and technological literacy. His book has many ideas to support these literacies and would make a great reference. Included in the last portion of his text are 101 Literacy Events that would be great for I Love to Read and beyond. There are two podcasts to listen to David speak about these literacies. To find these podcasts, go to Help students see themselves as successful readers. Show them the strategies proficient readers use as they go through difficult texts. David Booth refers to Mem Fox where she discusses the three secrets of reading:
Good readers use all three sets of knowledge simultaneously and efficiently. Provide plenty of informational texts at all levels. Revisit good practices in Before, During and After Reading. Instead of a picture walk, change it into asking questions that begin with I think or I wonder? Chart beginning, middle/transition and ending words from read alouds as well as interesting words found. Link school literacy and life literacy. Honor reading done during the day-the whole day. Ask students to reflect on the instances they interacted with text…glancing at the newspaper, looking up movie times, the TV Guide-on paper or scrolling down the screen, signs along the way to school and notes to and from home for example. To become proficient, there must be practice. Students need to practice and learn how words work. Make the practice time social. Look for word games to allow students to practice but not in isolation. Activities and practice should be together. Share origins of words and grammar practices. Students should know why these rules are established not solely the rule. Become a word detective. Spelling is the attempt to master the code. Spelling is a record of the origins of our language, it describes the growth of a symbol system over time. Create spelling buddies to enrich discussions about words. Find information about words, build reference points for learning how to spell. Use games and puzzles to draw attention to how words work. Riddle books, puns and jokes provide a wealth of opportunities to investigate language use and spellings. They contain homographs and homophones. Tongue twisters play with words and sounds of language. Read story problems in math aloud. Read and discuss using story grammars.
Create literacy rituals at home and in school to mark literacy passages. Make a younger reading buddy-visit often and celebrate growth. Explore various types of writing and writing for instruction and activities: 1. Narrative
2. Descriptive
3.Expository
4. Persuasive
Have I love to Read Celebrations in February or “March into Reading” the following month. Familiar yet effective I Love to Read activities: Spirit Week Library Noon Read School Buzz/Student Writing
Create a literacy song for your school or choose favorite songs that relate to literacy learning. Sing and play often. Create a literacy welcome to your school.
Resources: Brozo, William G. (2002). To Be a Boy, To Be a Reader: Engaging Teen and Preteen Boys in Active Literacy. Newark, DE: International Reading Association. Ciardiello, A. Vincent. (2007). Puzzle Them First: Motivating Adolescent Readers With Question-Finding. Newark, DE: International Reading Association. Gallagher, Kelly. (2003). Reading Reasons: Motivational Mini-Lessons for Middle and High School. Portland, ME: Stenhouse Publishers. Gregory, Gayle H. & Kuzmich, Lin. (2005). Differentiated Literacy Strategies for Student Growth and Achievement in Grades 7-12. Thousand Oaks, CA: Corwin Press. Sprague, Marsha M. & Keeling Kara K. (2007). Discovering Their Voices: Engaging Adolescent Girls With Young Adult Literature. Newark, DE: International Reading Association.
Instructional Resource Links for Iinstruction: Planting A Literacy Garden The Wi Learns Website (Wisconsin Literacy Education and and Reading Network System) Survey what you and your students read. It is not always a novel. Consider computers, sport pages, newspapers, game manuals, comics, TV guides, school books. Share a portion of your life literacy. Read a piece from the newspaper out loud to students about something in which you care deeply. Share a letter you received, talk about books you are reading or recently read. Link interests and reading patterns to other genres. If students read the sports pages, point out sport books, books by the sports writers, and books about sports writers. Write letters to relatives, friends and authors. Read and listen to song lyrics. Use the 6 Traits of Writing to teach, score and analyze the lyrics. Create life stories at home. Record home reading, sharing of books and save and revisit. Put the life stories into “Digital Storytelling” such as photos and video. Create a restaurant in your classroom or home using authentic menus from community restaurants. Help children organize and label their collections. Create alphabet books at home. Choose a theme and try to collect pictures of items to complete the alphabet. Read and write letters. Read the mail together.
Resources Booth, David. (2006). Reading Doesn’t Matter Anymore…Shattering the Myths of Literacy. Markham, ON: Pembroke Publishers. Justice, Laura M. & Pence, Khara L. (2005). Scaffolding with Storybooks: A Guide for Enhancing Young Children’s Language and Literacy Achievement. Newark, DE: International Reading Association. Morrow, Lesley Mandel. (1995). Family Literacy: Connections in Schools and Communities. Newark, DE: International Reading Association. Prior, Jennifer & Gerard, Maureen R. (2004). Environmental Print in the Classroom: Meaningful Connections for Learning to Read. Newark, DE: International Reading Association. Explore a variety of texts. Include magazines, songs, comics, graphic novels, poems and manuals as part of reading. Read and Share-Take time to discuss books, articles read. We usually share our thoughts after watching a movie. Rarely is it left with a simple, “I liked it.” Discussions over food and drink take place to celebrate what we just viewed. Arrange book clubs, literature circles. Choose themes for reading and then have students weave their thoughts on the theme. Have book swaps and meet again to continue and revisit the discussions. Build inquiry on the topic. Organize a read and share book drive. Students could share the book with a friend. Create a book drive of books ready to be recycled. Provide opportunities for student selection. The book content is shared and the book is shared. Create teacher book clubs. Be a model for students. The students should see you reading and discussing ideas with your peers. Create mini book clubs with your students. A small group would read the same book and hold book sharing sessions. Invite other staff members to create mini book clubs with your students. Remember book buddies? Create a cross-grade book club and sharing during book buddy time. Select a theme and discuss the topic, show illustrations to all. Build vocabulary and inquiries through these discussions. Help students establish reading journals. Students record their thoughts and books, articles read. Read to your students regardless of age or grade level. Choose links to you content area.
Resources: Albers, Peggy. (2007). Finding the Artist Within: Creating and Reading Visual Texts in the English Language Arts Classroom. Newark, DE: International Reading Association. Black, Alison & Stave, Anna M. (2007). A Comprehensive Guide to Readers Theatre: Enhancing Fluency and Comprehension in Middle School and Beyond. Newark, DE: International Reading Association. Booth, David. (2002). Even Hockey Players Read: Boys, Literacy and Learning. Markham, ON: Pembroke Publishers. Booth, David & Lundy, Kathleen Gould. (2007). In Graphic Detail: Using Graphic Novels in the Classroom. Markham, ON: Scholastic Young, Terrell A.-Editor. (2004). Happily Ever After: Sharing Folk Literature With Elementary and Middle School Students. Newark, DE: International Reading Association. g Buss, Kathleen & Karnowski, Lee. (2000). Reading and Writing Literacy Genres. Newark, DE: International Reading Association. Hill, Bonnie Campbell, Johnson, Nancy J. & Noe, Katherine L. Schlick. (1995). Literature Circles and Response. Norwood, MA: Christopher-Gordon Publishers. House, Jeff. (2006). Writing is Dialogue: Teaching Students to Think (and Write) like Writers. Norwood, MA: Christopher-Gordon Publishers. Jobe, Ron & Dayton-Sakari, Mary. (2002). Info-Kids: How to use nonfiction to turn reluctant readers into enthusiastic learners. Markham, ON: Pembroke Publishers. Johnson, Holly & Freedman, Lauren. (2005). Developing Critical Awareness at the Middle Level: Using Texts as Tools for Critique and Pleasure. Newark, DE: International Reading Association. McMahon, Susan I. & Raphael, Taffy E. (1997). The Book Club Connection: Literacy Learning and Classroom Talk. Newark, DE: International Reading Association. Richardson, Judy S. (2000). Read It Aloud! Using Literature in the Secondary Content Classroom. Newark, DE: International Reading Association. Acknowledge the new literacies such as internet, e-mail, graphics. Don’t forget visuals and sound. Develop critical literacy on the internet. A Digital Language Experience Approach (Labbo et al., 2002) is a version of the traditional language experience approach (Stauffer, 1970) that is computer-enhanced. The language experience is enhanced by digital photos that are used to record the experience. Additional multimedia features include sound, tools for drawing and graphics. Conduct Author’s Computer Chair. Schedule time and space in the schedule to invite students to share their computer-related work that are in different stages of completion. Establish routines for discussion where students see feedback. Have students 1)state their purpose for a time-slot in the author’s computer chair, 2) show their progress, 3) ask for help to move forward on their project,4) learn how to use their peers’ ideas and 5) tell the steps they will now take. Use on-line websites for teacher and classroom information. Here are some from the IRA publication, Using Literature to Enhance Content Area Instruction: A Guide for K-5 Teachers by Rebecca Olness. (2007).
Children’s Choices and Teacher’s Choices YES Mag. Canada’s Science Magazine for Kids-Grades 3-5 Reader’s Theater Script and Plays-Grades 1-5 Cool Science for Curious Kids-Grade 2-5 Discovery Science Center-Grades 3-5 Math Playground-Grades 1-5
Additional Resources: Anstey, Michele & Bull, Geoff. (2006). Teaching and Learning Multiliteracies: Changing Times, Changing Literacies. Newark, DE: International Reading Association. Bruce, Bertram C., Editor. (2003). Literacy in the Information Age: Inquiries Into Meaning Making With New Technologies. Newark, DE: International Reading Association. Carroll, Maureen. (2004). Cartwheels on the Keyboard: Computer-Based Literacy Instruction in an Elementary Classroom. Newark, DE: International Reading Association. Cheyney, A. B. (1992). Teaching reading skills through the newspaper. (3rd edition). Newark, DE: International Reading Association. Hancock, Joelie, Editor. (1999). Teaching Literacy Using Information Technology: A Collection of Articles From the Australian Literacy Educators’ Association. Newark, DE: International Reading Association. Educational Leadership, February 1999, 56(5). (Journal is devoted to media literacy and technological topics) Karchmer, Rachel A., Mallette, Marla H., Kara-Soteriou, Julia & Leu, Donald J., Editors. (2005). Innovative Approaches to Literacy Education: Using the Internet to Support New Literacies. Newark, DE: International Reading Association. Labbo, Linda D., Love, Mary Susan, Prior, Miri Park, Hubbard, Betty P. & Ryan Tammy. (2006). Literature Links: Thematic Units Linking Read-Alouds and Computer Activities. Newark, DE: International Reading Association. Schmidt, Patricia Ruggiano & Pailliotet, Ann Watts, Editors. (2001). Exploring Values Through Literature, Multimedia, and Literacy Events: Making Connections. Newark, DE: International Reading Association. Wepner, Shelley B., Valmont, William J. & Thurlow, Richard, Editors. (2000). Linking Literacy and Technology: A Guide for K-8 Classrooms. Newark, DE: International Reading Association. Literacy demands on students today are the result of changes as society demands how we are expected to function. Literacy divisions include:
Booth, David. (2006). Reading Doesn’t Matter Anymore…Shattering the Myths of Literacy. Markham, ON: Pembroke Publishers. How Do I Know I am Stuck? (Comprehension Monitoring) Six signals to help students identify confusion and how to modify their comprehension:
Strategies to “Fix Up” Confusions:
Tovani, Cris. (2000). I Read It, but I Don’t Get It: Comprehension Strategies for Adolescent Readers. Markham, ON: Pembroke Publishers. A teacher posted these observations in her classroom without comment and waited for responses from her students. They quickly identified with the signals and responded. What is accessible text? Tovani, Cris. (2004). Do I Really Have to Teach Reading? Content Comprehension, Grades 6-12. Markham, ON: Pembroke Publishers. 15 Things I Learned from Today’s Newspaper Gallagher, Kelly. (2003). Reading Reasons: Motivational Mini-Lessons for Middle and High School. Markham, ON: Pembroke Publishers. Sticky Notes Snapshots
Resources: Zwiers, Jeff. (2004). Building Reading Comprehension Habits in Grade 6-12: A Toolkit of Classroom Activites. Newark, DE: International Reading Association. Anstey, Michele & Bull, Geoff. (2006). Teaching and Learning Multiliteracies: Changing Times, Changing Literacies. Newark, DE: International Reading Association. Black, Alison & Stave, Anna M. (2007). A Comprehensive Guide to Readers Theatre: Enhancing Fluency and Comprehension in Middle School and Beyond. Newark, DE: International Reading Association. Booth, David & Lundy, Kathleen Gould. (2007). In Graphic Detail: Using Graphic Novels in the Classroom. Markham, ON: Scholastic. Ciardiello, A. Vincent. (2007). Puzzle Them First! Motivating Adolescent Readers with Question-Finding. Newark, DE: International Reading Association. Gregory, Gayle H & Kuzmich, Lin. (2005). Differentiated Literacy Strategies for Student Growth and Achievement in Grades 7-12. Thousand Oaks, CA: Corwin Publishers. House, Jeff. (2006). Writing is Dialogue: Teaching Students to Think (and Write) Like Writers. Norwood, MA: Christopher-Gordon Publishers. Richardson, Judy S. (2000). Read It Aloud! Using Literature in the Secondary Content Classroom. Newark, DE: International Reading Association. |
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