PrairieSpiritSchool Division

Literacy Across the Curriculum Workshop Series

Planning with Book Boxes

October 8, 2008

SomersetSchool

We know that the reading that students learn in the early years will not sustain them across the middle and senior years. We believe that reading must be taught in every class in every grade. We plan for that.

Teach smarter, not harder, by planning learning tasks that address reading and content outcomes at the same time.

Morning Agenda:

Introduction to Book Boxes

Getting Ready to Use Book Boxes

Using Book Boxes to Access Prior Knowledge

Using Book Boxes to Acquire the Content

Using Book Boxes to Apply the Big Ideas

Getting Ready for Next Time You Teach This

Afternoon Agenda:

Putting it all together and Planning Your Unit

Terri Hill

Harvey Bridgeman

Lynda Matchullis

Agenda

  1. Introduction to Book Boxes

-welcome, housekeeping, agenda

-frequently asked questions (review, highlight, discuss, focus)

-Background: What is reading? What is a Book Box?

-History of Book Boxes in PSSD

  1. Getting Ready to Use Book Boxes

a. Prepare yourself

-identify unit and key topics

-target outcomes (reading and content) to work on with books

-prepare the book box or borrow one (use librarian if possible)

-identify key vocabulary (consider a word wall)

-decide if you are using multiple strategies or a few strategies with multiple topics

-be realistic – what do you want to accomplish this time

  1. Prepare your students

-discuss how and why you will be using book boxes

-introduce the books with a “read around the text” exercise

-be deliberate in using strategies by modeling the strategy

-share samples of student work when possible and discuss what makes a good response (depends on strategy)

Note: Many of the strategies are suitable for multiple points in your unit plan. We have simply identified when they are particularly useful. These strategies were first introduced at the Spring Book Boxes Workshops.

  1. Using Book Boxes to Access Prior Knowledge

-scavenger hunt

-word splash

-anticipation guide/predict and verify

-sort and predict and LAPS

-Reflect on What is in it for my Classroom?

  1. Using Book Boxes to Acquire Content

-poster project

-gallery walk

-note frame

-three point approach

-anticipation guide/predict and verify

-keyword

-LAPS

-Word Cycle

-reflect on What is in it for my Classroom?

  1. Using Book Boxes to Apply Big Ideas

-rotational graffiti

-gallery walk

-sort and predict

-concept frame – responding to readings

-keyword and LAPS

-plan a book review

-teaching multiple concepts at one time

-RAFT writing

-topic Focus/research

-reflect on What is in it for my Classroom?

  1. Getting Ready for Next Time You Teach This

- identify which books were most useful

- identify which strategies were most useful (gradual release)

- include students in this reflection exercise

- order multiple copies of key books

- do your book box review and send to Lynda

- make sure you have an inventory of what is in the box

- pull apart your box and put the books back in the library

7. Putting it all together and Planning Your Unit

Agenda

1. Introduction to Book Boxes (Lynda)

-welcome, housekeeping, agenda

-Background: What is reading? What is a Book Box?

-History of Book Boxes in PSSD

2. Getting Ready to Use Book Boxes (Lynda and Terri)

a. Prepare yourself

-identify unit and key topics

-target outcomes (reading and content)

-prepare the book box or borrow one (use librarian if possible)

-identify key vocabulary (consider a word wall)

-decide if you are using multiple strategies or a few strategies with multiple topics

-be realistic – what do you want to accomplish this time

  1. Prepare your students

-discuss how and why you will be using book boxes

-introduce the books with a “read around the text” exercise

-be deliberate in using strategies by modeling the strategy

-share samples of student work when possible and discuss what makes a good response (depends on strategy)

-the gradual release of responsibility

Note: Many of the strategies are suitable for multiple points in your unit plan. We have simply identified when they are particularly useful.

  1. Using Book Boxes to Access Prior Knowledge

-scavenger hunt

-word splash

-anticipation guide/predict and verify

-sort and predict

-LAPS

-Reflect on What is in it for my Classroom?

  1. Using Book Boxes to Acquire Content

-poster project

-gallery walk

-note frame

-three point approach

-anticipation guide/predict and verify

-keyword

-LAPS

-Word Cycle

-reflect on What is in it for my Classroom?

  1. Using Book Boxes to Apply Big Ideas

-rotational graffiti

-gallery walk

-sort and predict

-concept frame – responding to readings

-keyword and LAPS

-plan a book review

-teaching multiple concepts at one time

-RAFT writing

-topic Focus/research

-reflect on What is in it for my Classroom?

  1. Getting Ready for Next Time You Teach This

- identify which books were most useful

- identify which strategies were most useful (gradual release)

- include students in this reflection exercise

- order multiple copies of key books

- do your book box review and send to Lynda

- make sure you have an inventory of what is in the box

- pull apart your box and put the books back in the library

  1. Putting it all together and Planning Your Unit

The Most Frequently Asked Questions about Book Boxes

  1. What are book boxes?
  1. Who has the book boxes?
  1. Does my content course have reading outcomes?
  1. What if I don’t have enough books in the box for every student?
  1. How do I order more books and what budget does it come out of?
  1. What can I do if I only have a single set of books?

6. Why do I need a book box if I have a set of textbooks?

7. Where do I store the books when I don’t need them?

8. How do I model reading?

9. How might I use magazines in my class?

10. Which of the reading strategies can I use with my textbooks?

11. How can I turn the book box into a tool, not just a display?

12. How does this fit with what I am already doing?

13. How do I make this part of what I do, not just an add-on?

14. How do I get started?

Agree or disagree before and after. / Topic ______Anticipation Guide Name: ______
Statement:
.
Before / I agree or disagree because:
After / I agree or disagree because
Statement:
Before / I agree or disagree because
After / I agree or disagree because
Statement
Before / I agree or disagree because
After / I agree or disagree because
Statement
Before / I agree or disagree because
After / I agree or disagree because
Topic: Anticipation Guide Name:
Statement / Response
1.______
______
______
______
______/ Agree or disagree: ______
Reason ______
After-agree or disagree: ______
Why: ______
2______
______
______
______
______/ Agree or disagree: ______
Reason______
After-agree or disagree: ______
Why: ______
3.______
______
______
______
______/ Agree or disagree: ______
Reason ______
After-agree or disagree: ______
Why: ______
4.______
______
______
______
______/ Agree or disagree: ______
Reason ______
After-agree or disagree: ______
Why: ______

Artifact Box Strategy

Artifact Box Report

The following report can be used for a character in a novel, a historical person, a scientist or an object that is personified. Develop the criteria (what counts) with students before they begin.

For this project, you will put together a collection of objects pertaining to you topic/unit/book. You can imagine that one of the main characters of saved anything that was important to him or her. The main idea is to give a clear picture of the character, when and where he/she lived, as well as what happened to him/her.. Maybe it was the diary she/he found (or kept). Perhaps it was a letter he/she saved or a photo, a bill, the minutes from an important meeting, an official document, a ticket or a piece of rock or wood or jewelry. It could have been a small package of soil or sand. You must use your imagination --- the possibilities are endless. Your artifacts should be collected in a creative container inspired by the topic/unit/novel/story and then presented to the class or your group.

Steps to Follow:

  1. As you study the topic/unit/book, jot down ideas for artifacts on the graphic organizer.
  1. Review you graphic organizer and choose 6 of your best ideas. Decide on at least 4 artifacts that you will create. The other may be collected from ready made articles.
  1. Create the artifacts.
  1. Collect any other artifacts that you will use as ready made artifacts.
  1. Make explanation cards for each artifact. For each artifact,
  • Identify and describe it.
  • Write a clear connection to the story and/or the character.
  • Write at least 75 words per card
  1. Make and decorate a container in which you can fit all your artifacts and explanation cards.
  1. Present the artifacts to your group or to the class.
  • Prepare a 3 – 5 minute oral report on your artifact box and its contents.
  • Speak in the first person as if you were the character.
  • Be sure to show and explain each artifact in your box.
  • Be prepared to answer questions from your audience.
  • Your book talk members will evaluate you using the form provided.

Picture of Manitou
This page, from my scrapbook, has 2 pictures on it from the yeas we lived in Manitou.
The 18 years we lived in Manitou were very important to me. It was there that, I met Wesley McClung who would become my husband and it was there that our four oldest children were born. The first picture shows me with them.
The second picture on the page is of the first house which we bought.
I began my writing career there, and I also became interested in issues which affected women and children- especially the issue of the right to vote for women. / Page from my son’s music book.
I found this page from an old music lesson book of my son’s when I was packing to leave Winnipeg in 1914. The teacher’s notes are on the left side. On the right side are the notes I wrote while I preparing my speech to give at the Mock Parliament at the WalkerTheatre in 1914. The play was a huge success and ran for two nights in Winnipeg and one night in Brandon. The proceeds financed the women's campaign, and we have been told that it was influential in turning the tide of public opinion in favour of the vote for women.
Sowing Seeds in Danny
My first book, Sowing seeds in Danny was written while we were living in Manitou. My mother-in-law knew I wanted to write and kept encouraging me. The book was much more successful than I ever imagined that it would be. It was published in 1908, and became the best seller of the year in Canada, eventually running into 17 editions. Next I wrote The Second Chance which also sold many copies. After that, I wrote 14 more books and countless articles for newspapers and magazines. I always loved writing. / Flowers and Ribbons These flowers and ribbons bring back happy and satisfying memories for me. In 1916 , he government of Manitoba and then Alberta granted women the vote. Following that the Federal Government and other provinces did the same. There was another fight my friends and I took on. According to the government of Canada women were not eligible to be appointed to the Senate because women were not considered to be “Persons” We challenged the government and took the case to the highest court –which found that women were, in fact, persons under the law. When we heard the news my friends and I celebrated by buying new hats. These are the ribbons and flowers from my newhat I bought in 1929 to celebrate this victory in human rights.

Concept Frame - Responding to Readings

Subject: Science: Unit Water Systems

Outcome: Identify substances that may pollute water, related environmental and social impacts of pollution and ways to reduce or eliminate effects of pollution

Name: ______Topic: Water Pollution: Some causes, effects and solutions
Date: ______Assignment: Read at least 2 books to answer the following.
List at least 4 causes of water pollution mentioned in the readings /

How does polluted water affect the environment and the quality of life.

What solutions were mentioned in your readings? / How do you think the problem of water pollution may affect your life in the future?
Is there anything that you can do to protect our water supply?
If you were writing a test question on the readings, what would it be? (Between or beyond the line)
How did these readings add to your understanding about water pollution?

Gallery Walk

Activate, acquire , apply/ extend, review

Text(s):Same text, all different texts or the same/ similar texts, shared text with partners.

Reading Level: Variety

Configuration: Whole class or small groups

Purpose

  1. To connect to what students already know.
  2. To activate and extend prior knowledge.
  3. To focus the students on the subject.
  4. To integrate the ideas in a unit.
  5. To assist students place the information into their long-term memory. (Semantic and episodic).
  6. To review or introduce new vocabulary or information.

Students read a section on the topic and then move around the large sheets and write a comment – fact – on each one.

Or

This strategy may be used as an activating strategy before students read-they write on the large sheets first and then read – and write again to change, verify or correct their ideas.

Steps

  1. The teacher places several large blank pieces of paper on the walls or bulleting boards on which students may write. Each paper has a title word connected to the topic. (If the topic is the solar systems – the sheets might be labeled The Sun, The Planets – and so on.)
  1. Students are given books on the general topic (or they choose books from a book box and read a section; They can all be different but related to the main topic. After they read. they walk around and write information on any labeled papers relating to the title.
  1. Students respond in one or more of the following ways.

Develop a list of questions

Compare and contrast the points on the sheets

Categorize the points on the sheets

Small and then large group discussions or mapping

Collect notes for a field book or log

Use the information to complete or follow-up an assignment such as a Sort and Predict

Keyword Adapted from the Later Literacy Program by Joyce MacDonald

Purpose:Activating, acquiring , applying/ extending, reviewing.

Text(s):Same text, all different texts or the same/ similar texts, shared text with partners.

Reading Level: Variety Configuration:Pairs

Material – Find copies of chapters in the various books that contain similar content written at different levels. (It might be necessary to photocopy some articles from the book box material until a sufficient large number of books relating to specific on the topics are available.)

Distribute the articles so the struggling readers will have articles close to their reading levels.

Instructions to students.

  1. Work with a partner
  2. Take a piece of paper and put the numbers 1-5 on it. (This might vary depending on the length of the articles) Read the short article given to you, one paragraph at a time.
  3. After each paragraph, (you and your partner) pick one word from the paragraph that will help you remember the main idea of the paragraph. They might be told to skip small transition paragraphs if the article is fairly long.

- Give students time to find the word. They might ask if the can choose two words – but they should have only one and it must come from the reading.)

- After they are all finished, ask each group which word they chose in the first paragraph –and then how they came up with it? – Some of the paragraphs will be in different order so different groups will likely have different words. Did both partners pick the same word, negotiate etc. etc.

- Do the same for the second paragraph and then third and so on. Ask are their any right or wrong answers? -no)

Now, what could you do with the 5 words?

  • Could you write a short summary?
  • Then have students work alone to write their own sentences. (one sentence per paragraph)
  • Ask about each sentences –
  • does it make sense?
  • does it look right?
  • does it sound right?

Note Frame:
Title/theme ______Name ______
Author ______Date ______
Earth’s Structure – (Layers forming Earth)
Minerals
Fossil Fuels
Natural Disasters Relating to the Earth’s Crust
Erosion – weathering of Earth
Note Frame:
Title/theme ______Name ______
Author ______Date ______
Plan a Book Review
Name:
What book being reviewed?
Who wrote it?
Who published it? Date?
Other information-Length/price--
General Introduction:
Body:
  • Give a few main points about the book- depending on the type of book, this might be a brief summary (without giving away too much), a description of the book, a mention of outstanding - or not so good features of the book.

  • Mention visual –pictures, graphs-charts –how do they assist the reader develop an understanding of the topic. Give an example or two.
  • Mention language, or style or other such features.(readability, clear information)

  • Compare the book to other books by the same author or to other books on the same or similar topics.

Conclusion:
State whether the book should be recommended to others - or to what group of readers (for examples - all sports fans will want to read this item or every person who loves mysteries will want to read the book --).

Predict and Verify