ACS

ACS

Wednesday, June 18, 2014

Hook 'Em, then Reel Them In!

As students become more digitized, reading has become a less popular form of entertainment. As educators, we know the the stakes are higher than ever; not just as a result of the standardized test movement, but the comprehension level required for college and career success. In order for students to be CCR by the end of high school, ACT has determined that most students will need to have read the equivalent of 25 books per year. Obviously, this number is beyond the scope of a classroom. We need to provide the incentive and opportunities for students to choice read.  Using digital tool provides the hook. From there, we just have to reel them in!



Elementary

www.mel.org

In Michigan, we have a state library website with very useful resources. In the last database upgrade, there was a focus on improving Pre-K - elementary resources. One of the new databases is BookFlix, a Scholastic reading resource that includes paired informational and fiction books. Children choose the stories based upon themes. The books can be read to the viewer and optional "games" are included that introduce sequence of events, vocabulary and more. 

At all ages and grade levels, most students are more interested in how other students review the book than a teacher, parent, librarian or adult. Using QR Codes and/or Augmented Reality students can use a device to learn more about books for choice reading by hearing from other students. Armed with a device, students can scan QR codes or the book covers for Augmented Reality and hear why the book should be read. Or even a video of the book being read to them.


Resources:


Middle 

Students in the middle grades love stories. Developmentally there are a lot of changes, and connecting with experiences of others is a way to navigate this exciting but challenging time. More than elementary grades, many students (especially reluctant readers) will make connections with same gender protagonists. One way I have experienced success in connecting students and books is to have movie discussions. Students know the genre of movie they are most interested in seeing. Use the connection to suggest books of the same genre. Following the movie theme, book trailers have become very popular. Think movie advertisements for books. Authors and publishing houses, as well as students and fans, are creating 30 second advertisements for books. 

Students connection with biographies links well with the Cultural Geography studies of 6th and 7th grade social studies. Whether historical or geographically relevant current biographies, choice reads allow students to put a human face to the concepts studied.

Resources:












High School


The 9/11 Book Talk

High School students are capable of engaging in thoughtful discussions with difficult topics. The following digitally connected book introductions took place 2 years ago when a World Lit class was scheduled for book talks and an introduction to choice reading projects on 9/11. The resulting conversations were eye opening. Consider, today's student has grown up with post 9/11 as their frame of reference. Their world did not change. This is their world. There are many cultural assumptions and misunderstandings as a result. Books can provide different perspectives to consider or extend understanding of people, places and beliefs.



Come Back To Afghanistan










                    

 Resources:

Pinterest: Booktalks      If you liked....    Classroom Boards    Searches

Social Networking: GoodReads   Library Catalogues


Curriculum Connections:

  • RL.1.2. Retell stories, including key details, and demonstrate understanding of their central message or lesson
  • RL.1.7. Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.
  • SL.1.4 Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience.
  • RH:.6-8.7. Integrate visual information (e.g. in charts, graphs, photographs, videos or maps) with other information in print and digital texts
  • RH: 6-8.9. Analyze how two or more texts address similar themes or topics in order to build knowledge or compare the approaches the authors take.
  • WHST.6-8.6. Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas clearly and efficiently
  • SL.9-10.5. Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations.
  • RH.11-12.6 Assess how point of view or purposes shapes the content and style of a text.
Michigan: GLCE and HSCE







  • P4.2 Citizen Involvement

    • Act constructively to further the public good.
    • 7 – P4.2.1 Demonstrate knowledge of how, when, and where individuals would plan and conduct 
    • activities intended to advance views in matters of public policy, report the results, and evaluate 
    • effectiveness.
    • 7 – P4.2.2 Engage in activities intended to contribute to solving a national or international problem studied.
    • 7 – P4.2.3 Participate in projects to help or inform others (e.g., service learning projects).