Using Pics4Learning Summarizing verses Reflecting How does this picture represent your story?

See . . .Think . . Teach

So how do we teach kids to do that? Video View http://vimeo.com/55965888 https://www.youtube.com/watch?v=b_2Rc5nCG5Q CD Rom with Calkins Fishbowl . . .invite the class to watch a group, perhaps take notes, discuss what they saw and set a goal based on their observations You can join the group Active Member Ghost Partner Spy on a book club . . .invite a struggling group to watch, take notes and set a goal in response Set Up I-pads to Record Set group goals Follow up with teacher feedback

Encourage Independence Independent---Partnership-Partnerships marry Who sets the number of pages per night?

Role of Response in Book Club Work Graphic Organizers Fast Feedback Constitution Group Conferences Discussion Prompts to, with, by Response journals Watch out for book specific packets . . .they sometimes take the place of teaching Beware of The TPT packet . . . Exit Slips

Constitution

Fast Characterization

Use conversation prompts to support conversation

Charts

Flexibility in Reader’s Response Timeline Blog Story Mountain Journal Entries Essay on the book

Sticky Quiz/Exit Slips (era specific) Looking at the picture on the left, how can you relate it to the book depression era book ______________________________________

Exit Slip/Quick Check (whole class) Compare an article from your nonfiction bin, (picture, timeline, article), to your fictional book. List here what your nonfiction item is: ______________________ _____________________________ Write comparison here: _____________________________ _____________________________ Use back to continue….

Timeline for Building Student Knowledge of a Time Period . . . Immersion 2 days at the beginning of the unit Mid-Unit 2 days whole class Mini-Lesson Series or Conferences on Additional Research Needed When we have questions about a place, event or person in our book clubs, we can scan the T of C or index of a NF book to see if it will support our understanding. When we hit a roadblock and having a difficult time visualizing, we should try a video, audio clip or a photo. When we are confused about a class or social issue we need to recognize that we need more information from a NF source. When we are confused about a characters motivations or behaviors me need to recognize that we need more information from a NF source. 10

Gallery Walk Post images of children, men and women. Make sure to include people in positions of power and those who were oppressed. Have students annotate with stickies, thoughts on people of the time period. Bind these images into a book to make the walk a small group experience.

Annotating Images Students view and observe closely, leave tracks of their thinking, and discuss their questions, inferences and interpretations. Often we pose a question or two to focus their thinking and guide their observations: Who created this? Why and when was it created? What do you think is the author/artist’s purpose or perspective?

Comparing Perspectives Provide groups of articles organized to highlight different view- points and perspectives on the same time period and engage students in comparing and contrasting different views. Try ToolKit Texts by Goudvis and Harvey Short Nonfiction for American History Library of Congress: www.loc.gov National Archives: www.archives.gov

Graffiti Wall Set black paper and metallic markers, allow students to choose only one quote from the book that best captures the text. Clubs can choose only one line from each book to add to the graffiti wall.

Chalk Talk Chose a passage from the book to have students repond to via a silent conversation..

Bookclubs are worth the effort b/c they have the power to energize reading lives, what good is a book if you don’t talk about it #TCRWP Ryan Scala Twitter Off you go . . .