This document discusses strategies for motivating boys to read, including the use of graphic novels and book clubs. It notes that boys generally read at lower levels than girls and find reading boring. Graphic novels can engage reluctant boy readers as they appeal visually and incorporate action and humor. The document recommends that library media specialists offer graphic novels and organize book clubs to discuss them, providing a supportive environment for boys to share opinions on works centered around their interests.
This document provides strategies for building a culture of reading to address the problem of alliteracy in middle school students. It suggests showing students that reading can be a pleasure by talking about your own reading, making book recommendations, creating a relaxing reading environment, and doing read alouds. Additional ideas include reading competitions and incentives, enlisting parents' help, and providing extra reading time and materials. The goal is to help students recognize reading as a rewarding activity rather than just an assignment.
The document discusses strategies for engaging boys in reading. It notes that boys tend to prefer visual texts, nonfiction, comics/graphic novels, and genres like action and humor. Boys often view reading as less fun than other activities and value visual elements and quick plots. The document provides tips for selecting texts that appeal to boys' interests, such as fast-paced stories with relatable characters, visual elements, and series they can collect. It also recommends websites with books appealing to boys.
The document discusses creating a national youth reading culture in the UK. It notes that while reading skills have increased from 1998-2003, enjoyment of reading has decreased, especially among boys. Many teenagers see readers as geeky and view reading as not pleasurable, social, or relevant to success. To make reading more attractive to these youth, the document suggests redefining reading by linking it to popular culture through things like video games, starting with formats they already enjoy, making it a social activity, and promoting all types of reading.
This document discusses the role of technology in literacy education. It notes that while schools now have varying levels of technology integration, from one computer per classroom to a laptop for every student, technology literacy is increasingly important. It argues that modern literacies involve multiple modes beyond just printed text, and that schools need to incorporate new technologies to remain relevant for students whose lives involve digital literacy practices at home. However, it also notes the value of traditional print materials and balanced use of technology and books in classrooms. The focus should be on using a variety of materials to engage students and enhance their learning.
The document discusses the future of reading and identifies several key trends. It describes different types of readers in society and how creative reading can appeal to a wide range of people. It also outlines how education systems are incorporating more audiovisual materials to make learning easier. Libraries continue to provide access to books, while electronic reading devices and social reading online are helping reinvigorate people's interest in reading. World Book Day also promotes the importance of reading.
The document discusses how boys experience learning in grade 7 based on interviews with two grade 7 boys, Joe Student and Elijah Green. The boys indicated that they like school when engaged through active and hands-on learning, but get bored with passive activities like note-taking. They prefer learning later in the day and having choice in activities. The document reflects on expectations that boys would dislike school, but found that these boys enjoyed learning when their needs were met through interactive approaches. It calls for using integrated, interactive curricula to better meet the needs of male adolescent learners.
This document provides guidance for teachers to talk to students about their favorite books. It recommends that teachers first share their own favorite book from childhood to build rapport. Teachers should ask students open-ended questions about what they enjoy in their favorite stories and explain how sharing literary preferences is important. The document also offers ideas for incorporating favorite books into the classroom through a library, independent reading time, and activities like silent reading, show and tell, or watching a movie adaptation.
The document discusses a new collection of Playaway digital audiobooks that have been acquired by the Anytown High School Library. It notes that research shows that audiobooks can help introduce students to books above their reading level, model good interpretive reading, teach critical listening, introduce new genres, and introduce new vocabulary. A student reacted positively that the Playaways were easy to listen to and requested that more titles in genres like fantasy, adventure, and short stories be acquired.
Want to raise readers be literacy modelsTeri Lesesne
油
The document discusses the results of a survey of 400 teachers and librarians across Texas about their reading habits and literacy practices. The survey found that most educators read only 1-2 books per month on average. This is concerning given that over 6000 books are published annually for K-12 readers. The document argues that to better support students and be strong literacy role models, educators need professional development to find time to read widely from different genres and formats, stay informed about new literature, and understand students' reading preferences. It provides recommendations for creating a literate school environment where reading is modeled and supported.
Week 4 selection criteria of texts for youngjustted
油
When selecting texts for young learners, educators should choose materials that are engaging and appropriately challenging for their age, elicit thoughtful responses, and use language effectively. The texts should include visual elements that help illustrate the story, cover topics relevant to students' lives and experiences, broaden cultural understanding, and teach moral values through relatable stories.
Van vuuren communal reading as a way to foster a reading cultureFOTIM
油
This document discusses the One Book One Library project at the University of Johannesburg aimed at promoting a reading culture. It provides background on literacy and reading habits in South Africa. The project selects an annual book for all campus libraries to read, such as Three-Letter Plague in 2009 and Black Diamond in 2010. Activities include discussions, author visits, and marketing. Over 400 and 900 students participated respectively. While requiring a budget, the project is worthwhile in increasing knowledge and challenging stereotypes among student readers.
The Schoolwide Enrichment Model Reading for StudentsAngela Housand
油
The document discusses the Schoolwide Enrichment Model for reading (SEM-R), which aims to increase student enjoyment of reading and encourage challenging reading. It describes the three phases of SEM-R: Phase 1 focuses on exposing students to interesting books through read-alouds and questions. Phase 2 emphasizes supported independent reading with teacher conferences. Phase 3 allows for student interest and choice through activities like genre studies and literature circles. The overall goal is to develop self-regulated readers who read both inside and outside of class.
Q3 personal & academic values of childrens literaturePaul Stewart
油
Children's literature provides several personal and academic benefits: it can improve self-esteem by featuring imperfect characters who overcome obstacles; increase awareness of the world by communicating goals and life purposes; and improve cognitive function as reading more leads to better memory and understanding sequences. Additionally, reading to young children is important for educational success and standardized test scores.
The passage provides biographical information about Kelvin Doe, highlighting three key points:
1) Kelvin Doe is a scientist from Africa who was born in 1996 and has always been an excellent student, especially in science.
2) As a scientist, Kelvin invents useful objects using his knowledge of science to help people, and has many ideas about improving the world.
3) At age 13, Kelvin expressed that he believes all people have the ability to be creative and come up with new ideas, not just those traditionally seen as inventors.
This document provides guidance for book selection committee members. It discusses the author's experience serving on various awards committees and what they have learned. It emphasizes listening to other committee members, as sometimes others know more. The document asks for any questions or concerns and provides resources on literary elements and devices to help in analysis. It discusses setting parameters for selection, determining appropriate audience, managing the reading workload, tracking books, and guidelines for civil discussion.
The document discusses research on the differences in how young adult men and women seek and interact with information and libraries. Some key differences mentioned include:
- Young men prefer quick access to information, dislike research processes, and prefer non-fiction. Young women are more patient with research and prefer fiction.
- Different strategies can be used to attract young people to libraries, including programming tailored to their interests, incorporating popular media like gaming, and soliciting teen input on program design.
- Research also suggests benefits of gaming like improved cognitive skills, and gaming provides access to information in a format many teens enjoy. As such, gaming could be a useful addition to young adult library spaces and programs.
The document discusses strategies for engaging teenage boys in reading. It notes that while boys often say they don't read, they actually do read things like newspapers, magazines on sports and video games. The document presents survey results showing girls read more for pleasure than boys. It explores what types of texts might appeal more to boys, such as graphic novels and nonfiction with images. It advocates bringing more male role models and a wider variety of texts into classrooms and libraries to better engage boys in reading.
Reading notes for class March 30, 2015. 際際滷s created as reading notes for this week's theme, "Your Brain on Books", in preparation for our documentaries/PSAs encouraging pleasure reading.
Nancy Hally presents on using graphic novels in elementary school libraries to promote reading for pleasure. She discusses how graphic novels can appeal to reluctant readers and engage students across demographics. Some recommended titles for elementary school libraries include Little Mouse Gets Ready, Luke on the Loose, Benny and Penny in Just Pretend, and Lunch Lady. Graphic novels can provide a fun, lower stress format and build reading confidence without compromising literacy.
Nancy Hally presents on using graphic novels in elementary school libraries to promote reading for pleasure. She discusses how graphic novels can appeal to reluctant readers and engage students across demographics. Some recommended titles for elementary students include Little Mouse Gets Ready, Luke on the Loose, Benny and Penny in Just Pretend, and Lunch Lady. Graphic novels can be displayed prominently and shelved in the 741.5 section or other areas depending on topic.
This document discusses strategies for creating a boys' book club to get more boys interested in reading. It provides suggestions for book genres and authors that appeal to boys, such as graphic novels, series books, and high-interest topics. The presenters describe how they started a boys' book club that met during lunch, which increased reading motivation and built friendships. Survey results show that boys were more engaged in reading when they received recommendations from male role models and had opportunities to discuss books in a male-centered setting. The document concludes by offering tips for starting a book club and lists additional resources.
This document discusses a research study on leisure reading habits among college students. It begins by connecting leisure reading to benefits like academic achievement, creativity, mental well-being, and empathy. The study used interviews and observations to understand students' leisure reading behaviors and perceptions of academic library leisure collections. Results found that while students read for enjoyment, stress relief, and personal development, they were often unaware of or dissatisfied with library leisure collections. The study concludes by providing recommendations for academic libraries to better promote and develop their leisure collections to encourage recreational reading among students.
The document discusses key components of an academic argument, including establishing a clear motive, claim, and supporting evidence. It emphasizes that academic arguments aim to be logical, reasonable, respectful of opposing views, thoughtful, and helpful. The document also outlines how writers can appeal to credibility, emotion, and logic to convince readers of their argument. Overall, it provides guidance on constructing a strong academic argument through establishing a clear thesis and supporting it with valid evidence.
The document discusses the importance of books in early childhood education. It notes that books help children gain insights about the world, build vocabulary, and overcome fears. It provides recommendations for book selection and accommodations for infants, toddlers, children with special needs, and those from various cultural backgrounds. Examples of development indicators that books support include curiosity, emotional competence, executive functions, and communication skills. The conclusion emphasizes the teacher's role in providing diverse books to help children become independent thinkers.
This version was presented at the Archdiocese of Detroit 2nd Annual In-Service for Teachers and Administration at the University of Detroit Mercy on August 4, 2015. The presentation describes a teaching strategy to boost motivation in male students, specifically in reading but other subjects are presented as well.
This document provides guidance for establishing book clubs for English language learners. It discusses defining literacy, student needs and interests, access to texts, and motivation. A needs assessment survey and talking to students to determine interests are recommended. A variety of genres and accessibility of texts levels are important. Successful strategies include partner work, visual aids, modeling, and allowing use of native language. Choosing culturally relevant texts and providing student choice and a comfortable reading environment can boost motivation. Book clubs should include community sharing, reading, writing, discussion, and be fun.
This document provides guidance on conducting author studies in the classroom. It explains that author studies can enhance students' love of reading by engaging them with a variety of topics and concepts to advance comprehension. The document recommends choosing an author with at least 10-15 books and making sure stories are age-appropriate. It outlines steps for introducing an author study, including creating a poster, reading books by the author, and incorporating activities like guessing games and writing prompts. Sample author study plans and rationales for the order of authors are also presented.
The document discusses a new collection of Playaway digital audiobooks that have been acquired by the Anytown High School Library. It notes that research shows that audiobooks can help introduce students to books above their reading level, model good interpretive reading, teach critical listening, introduce new genres, and introduce new vocabulary. A student reacted positively that the Playaways were easy to listen to and requested that more titles in genres like fantasy, adventure, and short stories be acquired.
Want to raise readers be literacy modelsTeri Lesesne
油
The document discusses the results of a survey of 400 teachers and librarians across Texas about their reading habits and literacy practices. The survey found that most educators read only 1-2 books per month on average. This is concerning given that over 6000 books are published annually for K-12 readers. The document argues that to better support students and be strong literacy role models, educators need professional development to find time to read widely from different genres and formats, stay informed about new literature, and understand students' reading preferences. It provides recommendations for creating a literate school environment where reading is modeled and supported.
Week 4 selection criteria of texts for youngjustted
油
When selecting texts for young learners, educators should choose materials that are engaging and appropriately challenging for their age, elicit thoughtful responses, and use language effectively. The texts should include visual elements that help illustrate the story, cover topics relevant to students' lives and experiences, broaden cultural understanding, and teach moral values through relatable stories.
Van vuuren communal reading as a way to foster a reading cultureFOTIM
油
This document discusses the One Book One Library project at the University of Johannesburg aimed at promoting a reading culture. It provides background on literacy and reading habits in South Africa. The project selects an annual book for all campus libraries to read, such as Three-Letter Plague in 2009 and Black Diamond in 2010. Activities include discussions, author visits, and marketing. Over 400 and 900 students participated respectively. While requiring a budget, the project is worthwhile in increasing knowledge and challenging stereotypes among student readers.
The Schoolwide Enrichment Model Reading for StudentsAngela Housand
油
The document discusses the Schoolwide Enrichment Model for reading (SEM-R), which aims to increase student enjoyment of reading and encourage challenging reading. It describes the three phases of SEM-R: Phase 1 focuses on exposing students to interesting books through read-alouds and questions. Phase 2 emphasizes supported independent reading with teacher conferences. Phase 3 allows for student interest and choice through activities like genre studies and literature circles. The overall goal is to develop self-regulated readers who read both inside and outside of class.
Q3 personal & academic values of childrens literaturePaul Stewart
油
Children's literature provides several personal and academic benefits: it can improve self-esteem by featuring imperfect characters who overcome obstacles; increase awareness of the world by communicating goals and life purposes; and improve cognitive function as reading more leads to better memory and understanding sequences. Additionally, reading to young children is important for educational success and standardized test scores.
The passage provides biographical information about Kelvin Doe, highlighting three key points:
1) Kelvin Doe is a scientist from Africa who was born in 1996 and has always been an excellent student, especially in science.
2) As a scientist, Kelvin invents useful objects using his knowledge of science to help people, and has many ideas about improving the world.
3) At age 13, Kelvin expressed that he believes all people have the ability to be creative and come up with new ideas, not just those traditionally seen as inventors.
This document provides guidance for book selection committee members. It discusses the author's experience serving on various awards committees and what they have learned. It emphasizes listening to other committee members, as sometimes others know more. The document asks for any questions or concerns and provides resources on literary elements and devices to help in analysis. It discusses setting parameters for selection, determining appropriate audience, managing the reading workload, tracking books, and guidelines for civil discussion.
The document discusses research on the differences in how young adult men and women seek and interact with information and libraries. Some key differences mentioned include:
- Young men prefer quick access to information, dislike research processes, and prefer non-fiction. Young women are more patient with research and prefer fiction.
- Different strategies can be used to attract young people to libraries, including programming tailored to their interests, incorporating popular media like gaming, and soliciting teen input on program design.
- Research also suggests benefits of gaming like improved cognitive skills, and gaming provides access to information in a format many teens enjoy. As such, gaming could be a useful addition to young adult library spaces and programs.
The document discusses strategies for engaging teenage boys in reading. It notes that while boys often say they don't read, they actually do read things like newspapers, magazines on sports and video games. The document presents survey results showing girls read more for pleasure than boys. It explores what types of texts might appeal more to boys, such as graphic novels and nonfiction with images. It advocates bringing more male role models and a wider variety of texts into classrooms and libraries to better engage boys in reading.
Reading notes for class March 30, 2015. 際際滷s created as reading notes for this week's theme, "Your Brain on Books", in preparation for our documentaries/PSAs encouraging pleasure reading.
Nancy Hally presents on using graphic novels in elementary school libraries to promote reading for pleasure. She discusses how graphic novels can appeal to reluctant readers and engage students across demographics. Some recommended titles for elementary school libraries include Little Mouse Gets Ready, Luke on the Loose, Benny and Penny in Just Pretend, and Lunch Lady. Graphic novels can provide a fun, lower stress format and build reading confidence without compromising literacy.
Nancy Hally presents on using graphic novels in elementary school libraries to promote reading for pleasure. She discusses how graphic novels can appeal to reluctant readers and engage students across demographics. Some recommended titles for elementary students include Little Mouse Gets Ready, Luke on the Loose, Benny and Penny in Just Pretend, and Lunch Lady. Graphic novels can be displayed prominently and shelved in the 741.5 section or other areas depending on topic.
This document discusses strategies for creating a boys' book club to get more boys interested in reading. It provides suggestions for book genres and authors that appeal to boys, such as graphic novels, series books, and high-interest topics. The presenters describe how they started a boys' book club that met during lunch, which increased reading motivation and built friendships. Survey results show that boys were more engaged in reading when they received recommendations from male role models and had opportunities to discuss books in a male-centered setting. The document concludes by offering tips for starting a book club and lists additional resources.
This document discusses a research study on leisure reading habits among college students. It begins by connecting leisure reading to benefits like academic achievement, creativity, mental well-being, and empathy. The study used interviews and observations to understand students' leisure reading behaviors and perceptions of academic library leisure collections. Results found that while students read for enjoyment, stress relief, and personal development, they were often unaware of or dissatisfied with library leisure collections. The study concludes by providing recommendations for academic libraries to better promote and develop their leisure collections to encourage recreational reading among students.
The document discusses key components of an academic argument, including establishing a clear motive, claim, and supporting evidence. It emphasizes that academic arguments aim to be logical, reasonable, respectful of opposing views, thoughtful, and helpful. The document also outlines how writers can appeal to credibility, emotion, and logic to convince readers of their argument. Overall, it provides guidance on constructing a strong academic argument through establishing a clear thesis and supporting it with valid evidence.
The document discusses the importance of books in early childhood education. It notes that books help children gain insights about the world, build vocabulary, and overcome fears. It provides recommendations for book selection and accommodations for infants, toddlers, children with special needs, and those from various cultural backgrounds. Examples of development indicators that books support include curiosity, emotional competence, executive functions, and communication skills. The conclusion emphasizes the teacher's role in providing diverse books to help children become independent thinkers.
This version was presented at the Archdiocese of Detroit 2nd Annual In-Service for Teachers and Administration at the University of Detroit Mercy on August 4, 2015. The presentation describes a teaching strategy to boost motivation in male students, specifically in reading but other subjects are presented as well.
This document provides guidance for establishing book clubs for English language learners. It discusses defining literacy, student needs and interests, access to texts, and motivation. A needs assessment survey and talking to students to determine interests are recommended. A variety of genres and accessibility of texts levels are important. Successful strategies include partner work, visual aids, modeling, and allowing use of native language. Choosing culturally relevant texts and providing student choice and a comfortable reading environment can boost motivation. Book clubs should include community sharing, reading, writing, discussion, and be fun.
This document provides guidance on conducting author studies in the classroom. It explains that author studies can enhance students' love of reading by engaging them with a variety of topics and concepts to advance comprehension. The document recommends choosing an author with at least 10-15 books and making sure stories are age-appropriate. It outlines steps for introducing an author study, including creating a poster, reading books by the author, and incorporating activities like guessing games and writing prompts. Sample author study plans and rationales for the order of authors are also presented.
A good children's book selection policy is important to avoid censorship challenges and provide guidance for librarians. Selection policies outline the goals for a children's collection and procedures for how books will be chosen. They help defend against accusations of bias and provide transparency in decision making. Some key factors that policies address include developmental appropriateness, appeal to readers, and inclusion of diverse perspectives.
A good children's book engages children's imagination, uses fun language and pictures, and keeps children's attention while involving them in the story. It should be developmentally appropriate and stimulate learning. Classroom libraries are important for children to practice reading, but some argue centralized school libraries are more cost effective. Selection policies help guide book choices and address challenges in a transparent way to avoid censorship accusations.
This document outlines the agenda for a weekly meeting on children's literature. It includes updates, purposes of reading, major genres of children's literature, literary elements in picture books, visual elements, methods of selecting books, and assignments for the following week. Time is allotted for presentations, discussions, readings, and learning team meetings. The conceptual framework addressed is advocating for learning and valuing diversity through collaboration with educational communities.
The document discusses the importance of developing a culture of reading among students. It notes that reading ability is closely linked to future success and that students need opportunities to practice reading outside the classroom. The document also outlines challenges to promoting reading at Nicholas Chamberlaine Technology College, such as lack of reading engagement and reluctance among some students, and proposes initiatives to help address these challenges and improve reading achievement.
The document discusses the importance of critical literacy in education. It advocates for curriculum that emphasizes meaning-making, multiple ways of knowing, and critical inquiry. Several strategies for teaching critical literacy are presented, such as examining different perspectives, interrogating implicit messages, and taking social action. The goal is to help students think deeply about issues and develop an awareness of power dynamics.
The Common Core standards emphasize reading nonfiction texts and analyzing multiple perspectives. This represents a shift from the traditional focus on fiction and personal responses. To meet the standards, librarians must collaborate closely with teachers to provide resources across different subjects and media. Students need opportunities to compare how different sources discuss the same topics and evaluate evidence. The librarian can play a key role in helping students and teachers navigate this change by understanding the standards and building teams to coordinate resources.
This biography discusses the life of an unnamed person including their birthplace and date, family, education, occupations, accomplishments that made them memorable, contributions to society, interesting qualities, and why the author chose to write about them. It concludes with a summary and bibliography citing sources for information and images.
The proposal requests $1,800 to fund Project Reading Achievement through Listening at Stonewall Flanders Elementary. The program aims to increase reading comprehension for below-level students by having them listen to audiobooks. It will train teachers to implement listening comprehension activities and involve parents through literacy events. The total cost is $6,200, with $1,200 from the library budget, $2,500 from the district for training, and $500 from fundraisers. An evaluation plan and dissemination of findings are included to track student progress and share results.
This acceptable use policy for a middle/high school outlines prohibited behaviors when using the school's computer network and internet access. Specifically, it bans offensive content, harassment, damaging equipment, copyright violations, improper login credentials, commercial use, wasting resources, and more. It also provides basic computer lab rules like signing in and no food/drink. Any violations will result in lost access privileges and possible disciplinary action. Students must sign agreeing to abide by this policy.
This lesson plan aims to teach students the reading strategy of inferring. Students will practice identifying clues and using their own experiences to infer answers to riddles and reading comprehension questions. They will complete worksheets from a TAKs workbook, read a wordless picture book called Fly Away Home, and do an interactive inferring PowerPoint lesson. The goal is for students to understand how to use context clues to infer important details that are not directly stated, which is a skill assessed on standardized tests.
This document provides a tutorial on different types of search engines and how to effectively search the internet. It discusses individual search engines like Google that scan their own databases versus meta search engines like Dogpile that scan multiple search engines. Subject directories maintained by editors are also covered, as well as evaluating website credibility and using Boolean logic and field searching to refine results. The mother provides suggestions to help her daughter with school research and searching online.
Graphic Novels For Use In The Classroom Annotated Bibliographycck008
油
This annotated bibliography provides summaries of 10 resources that discuss the use of graphic novels in school libraries and classrooms. The resources include review websites, articles, and a podcast that describe how graphic novels can engage students in reading, teach various subjects, and support different types of learners. They also address organizing graphic novels in libraries and providing recommendations for titles in different genres.
This document provides summaries of 7 children's books. Each summary is 1-3 sentences and includes the title, author(s), key details about illustrations, themes, and why each book would appeal to its intended audience. The books cover a range of topics from Aesop's fables and the life of Harriet Tubman to mysteries and choosing the right pet. Illustration styles include watercolors, mixed media, and pastels. The level of detail and concise summaries provide a helpful overview of each book.
USB drives are small portable storage devices that can be used to transfer files between computers via USB ports. They come in a variety of sizes with storage capacities ranging from 4GB to 256GB. Memory cards are also portable storage devices that are used in devices like digital cameras, phones, and laptops to store photos, videos, and other files. They are available in standards like SD and microSD with capacities up to 64GB. Both USB drives and memory cards provide convenient portable storage options for files that can be transferred between devices.
To run TPRI reports, follow a 13 step process: 1) Log into the Tango Central website, 2) select the Reports tab, 3) choose the TPRI 2010-2014 report, 4) pick the corresponding grade and beginning, middle, or end of year report, 5) generate the report for your grade only, 6) print the completed PDF report.
The document provides steps to access the user manual for the Tango PALM software. It instructs users to open an internet browser, go to the Tango website, log in, click the library tab, and navigate through folders to find and open the PALM user guide in PDF format. They can then print sections of interest.
El documento ofrece consejos para mantener a los ni単os seguros en Internet, incluyendo familiarizarse con las pol鱈ticas de uso aceptable de la escuela, ense単ar a los ni単os a no revelar informaci坦n personal en l鱈nea, mantenerse cerca de ellos mientras usan Internet y hablar con ellos sobre sitios que visitan y las consecuencias del comportamiento negativo como el acoso cibern辿tico. Tambi辿n recomienda que el tiempo en la computadora no quite tiempo de otras actividades importantes.
This document provides tips for keeping children safe online, including familiarizing yourself and your child with acceptable use policies, reminding them not to reveal personal information, staying close to them while online, being aware that searches can lead to inappropriate material, teaching them to verify information found online, discussing sites they visit, knowing social networks require being 13+, and informing them of consequences for cyberbullying or losing balance with computer time. It also provides a resource for more online safety information.
The library collaborative planning worksheet is used by teachers and librarians to plan lessons and projects involving the library. It prompts them to identify the date, subject, description, objectives, teacher and librarian responsibilities, assessment, technology needs, and any special student needs for the collaboration. The form helps teachers and librarians effectively coordinate their roles to incorporate the library into the classroom lesson or project.
This collaborative lesson plan involves a two-day lesson on the history of transportation for third grade students. Day 1 will be a social studies lesson taught by Ms. Schreiber using a textbook. Day 2 will be taught by Ms. Knight in the library and focus on using the Netrekker website to research transportation and complete a timeline worksheet. Students will learn search skills, how to navigate websites, and critically evaluate information. The teachers will assess student learning through observation, questions, worksheets, and discussion to evaluate the success of the collaborative lesson.
This document provides a list of resources for parents to help ensure their students' academic success. It includes links to public library summer reading programs, education department parenting guides, articles on how parents can support learning, and tips for parenting teens. The list also contains resources specific to standardized testing in Texas, such as study guides, practice tests, and information for parents.
This document is a form for teachers to request resources and assistance from the school library for an upcoming project or unit. It asks for the teacher's name, grade, subject, topic of study, requested books, computers, audio/visual equipment, electronic resources, production skills instruction needs, and availability to collaborate with library staff. Completing and submitting the form will help the library fulfill the resource and support needs of the teacher's project or unit.
This document appears to be a list of categories in a library organization system. It includes 10 main categories ranging from 000-Computers, Information & General Works to 900- Geography & History. The categories are used to classify books in a library by subject.
The library will be open for specific times from Monday November 1st through Friday November 5th from 7:00-7:45am and 3:00-4:30pm, and open late until 7:00pm on Wednesday November 2nd. The library location and times for today and tomorrow only are specified to pre-order the new Diary of a Wimpy Kid book The Ugly Truth.
The library is having a book sale this week, with the last day to buy books at a great price being this Friday, November 5th by 12pm. The sale is taking place at the library today and tomorrow only. One of the books available for pre-order is the new Diary of a Wimpy Kid book called The Ugly Truth.
Inventory Reporting in Odoo 17 - Odoo 17 Inventory AppCeline George
油
This slide will helps us to efficiently create detailed reports of different records defined in its modules, both analytical and quantitative, with Odoo 17 ERP.
Hannah Borhan and Pietro Gagliardi OECD present 'From classroom to community ...EduSkills OECD
油
Hannah Borhan, Research Assistant, OECD Education and Skills Directorate and Pietro Gagliardi, Policy Analyst, OECD Public Governance Directorate present at the OECD webinar 'From classroom to community engagement: Promoting active citizenship among young people" on 25 February 2025. You can find the recording of the webinar on the website https://oecdedutoday.com/webinars/
Dr. Ansari Khurshid Ahmed- Factors affecting Validity of a Test.pptxKhurshid Ahmed Ansari
油
Validity is an important characteristic of a test. A test having low validity is of little use. Validity is the accuracy with which a test measures whatever it is supposed to measure. Validity can be low, moderate or high. There are many factors which affect the validity of a test. If these factors are controlled, then the validity of the test can be maintained to a high level. In the power point presentation, factors affecting validity are discussed with the help of concrete examples.
How to Configure Recurring Revenue in Odoo 17 CRMCeline George
油
This slide will represent how to configure Recurring revenue. Recurring revenue are the income generated at a particular interval. Typically, the interval can be monthly, yearly, or we can customize the intervals for a product or service based on its subscription or contract.
This course provides students with a comprehensive understanding of strategic management principles, frameworks, and applications in business. It explores strategic planning, environmental analysis, corporate governance, business ethics, and sustainability. The course integrates Sustainable Development Goals (SDGs) to enhance global and ethical perspectives in decision-making.
1. S t r a t e g ie s t o
M o t iv a t e B o y
R e a d e r s in t h e
L ib r a r y
Created by:
Collette Knight
Sam Houston State University
July 5, 2010
2. Questions
How can librarians and educators motivate
young males to read?
What types of strategies exist that
encourage and motivate young males to
read?
What types of genres currently interest
boy readers?
How are librarians addressing the needs
and interests of boy readers?
3. R e s e a r c h H ig h lig h t s
Current research on reading motivation finds that as
children move from upper elementary grades toward
adolescence, motivation to read declines. (Edwards,
May 2009)
It is important to consider the range of reading
resources and to what extent they represent the
reading practices of young boys. (Atkinson, 2009)
According to a national survey by YALSA in 2001,
boys of avg age of 14 list top obstacles to reading:
Boring/no fun 39%
No time/too busy 29.8%
Like other activities better 11.1%
Cant get into the stories 7.7%
Im not good at it 4.3%
4. G a m in g
97% of teens consider themselves as
gamers
Librarians must have an objective
Choose Games wisely
Games are Interactive, Hands On, &
Engaging
Games help students practice critical thinking
& problem solving skills
Games can be paired with books!
5. Graphic Novels
Studies suggest reading graphic novels
could effect intrinsic motivation,
vocabulary, and comprehension ability in
7th graders. (Edwards, May 2009)
6. Audiobooks
One way to get boys more engaged with
the listening/reading experience is to give
them characters that sound the way they
were written to be -- voiced by
professional narrators and even full casts.
Mary Burkey, Multiple Literacies, 2 0 0 9
ALA Conference.
PLAYAWAYS: A new medium
Listening is not cheating!
7. Environment
Good librarians will take the time and energy to do the
things that boys need to feel part of the library. Submitted
by Mike McQueen to www.GettingBoysToRead.com
Color
Layout
Areas
Furniture
Space
8. Eye Catching Displays
Military Recognition & History
Fantasy
Science
Movies (Action, Sci Fi)
Popular Games (Pokemon, Wii, XBox)
Celebrate Comics/Graphic Novels
CD Covers
9. Genres for Boy Readers
Sports Non Fiction
Science Fiction Magazines
Fantasy Newspapers
Humor (Grosser the How-To Topics
better) Graphic Novels
Autobiographies Comic Books
Science Short Stories
10. F in a l T h o u g h t s
Many factors contribute to whether young males
will be motivated to read.
Research exists that describes what works and
what interests young male readers.
Technology can contribute to creating interest and
engagement in the reading process.
We must recognize that young male readers differ
from young girl readers and do better at providing
displays, literacy choices and activities that
equally reflect this.
All readers should feel comfortable in libraries and
educational settings.