2011 Southern Nevada Writing Project Summer Institute

Day Thirteen Agenda 1.Scribe Report 2.Ticket out the Door Review 3.Teaching Demonstration Debrief (Nayelee) 4.Youth Writing Camp Introduction 5.Field Trip: Youth Writing Camp 6.Teaching Demonstration – Nicole K. 7.“Five Lenses” Teaching Demo Debrief 8.LUNCH – Response Groups 9.Tech Talk 10.Research / Writing Time 11.Ticket out the Door

2011 Southern Nevada Writing Project Summer Institute

Using Books as Mindbenders Instead of headrest, doorstops, and coasters: The value of literature circles in a reading classroom Nicole Kellogg SNWP 2011

The Situation Help Me! A Reading Biography: A Reflection on Entering High School Fifth through eighth grade came and went by, And I came to hate reading and they didn’t know why. … I did enough reading to just get by. But I hated to read, and they didn’t know why. … You see, no one helps me how to do it And so I am frustrated all the way through it. I just want to know the secret things That readers do that make books sing. …

The Dilemma What will motivate readers to read when they have been identified as deficient?

Think-Pair-Share What do you do when you read? What makes reading enjoyable for you? If you don’t comprehend what you’re reading what do you do to try to fix it?

What the Research Says Students need to talk and initiate talk about what they are reading to help them process it. Texts need to connect to the reader’s world. Literacy needs to be taught and modeled in school in different disciplines. Teachers need to recognize when students are not making meaning with text and provide appropriate, strategic assistance to read effectively School should prompt and engage students in dissecting and reconstruction what they read so that they can comprehend it. Students should have a choice about what they read.

Literature Circles 1.Readers will form literature circles (four groups of four readers each) 2. Each group will select what piece the entire group will read based on their collective interests.

Literature Circles 3.Group members will determine what roles each member will have. Summarizer Vocabulary Enricher Webmaster (graphic organizer) Discussion Director

Literature Circles 4. Independent Practice: Readers will read the piece the group selected and will complete the exercise they will share and discuss in their group discussion. (15 minutes)

Literature Circles 5. Group Work: Each group member will share his/her information, and the group will discuss different questions regarding the text. Summarizer—2 minutes Vocabulary Enricher—2 minutes Webmaster—3 minutes Discussion Director—15 minutes

Literature Circle: Authentic Writing 10 minutes Think and then write about what you discussed in your groups, or your own thoughts, feelings, or concerns while reading the text. Choose what ever format you wish to show your thoughts about what you read (prose, poem, script, advertisement, P.S.A. announcement). Other Possible Options A) Did today’s reading remind you of a real-life experience? Write about the connection. B) Compare this text with another text you read. How are they similar or different? Which one did you like better and why?

Sharing Writing

Extensions and Adaptations How could technology be integrated with literature circles? In what ways could you adapt literature circles to your classroom?

2011 Southern Nevada Writing Project Summer Institute

Ticket out the Door: 1.What new discoveries did you make today? 2.What did you observe during our Youth Camp visit? 3.What other issues do you have?