Love your library!

Mission & Vision

http://samanthalam.edu.glogster.com/lis-692-mission-vision

Visit with Congressman McIntyre

Students at Smithfield-Selma High School met with Congressman Mike McIntyre (NC-07) on October 28.  The Congressman spoke about his role as a senior member on both the Armed Services and Agriculture Committees and the importance of those committees in the daily lives of his constituents.  The presentation motivated the students to give back to their communities as the Congressman encouraged them to take responsibility for leadership in their school and beyond. The Congressman opened the floor briefly for questions and is seen here with student Emily Proctor who was asking about entrance to one of the service academies. 

JCS Technology Showcase!

After a month of preparing and planning for the showcase, I learned that no matter how busy I am in my office, I must make time to get out and into classrooms.  I believe teachers will be motivated to collaborate when they know their hard work will be validated.  I feel as if this opportunity allowed me to reap many personal and professional benefits.  First, it gave me a reason to reach out and collaborate with fellow teachers.  Not only was the collaboration a bonding experience for the students and me, but it also allowed me to form new friendships with the teachers.  It is my hope that these new alliances will continue to evolve into educational partnerships year after year.  I thoroughly enjoyed this experience!

1.      The first project I completed was with an 11^th and 12^th grade, Honors Discrete Math class taught by Dr. Polito.  The students analyzed data and applied probability concepts in order to solve problems.  Students then used Animoto to share their findings with each other.  See the link for an artifact from this class. http://animoto.com/play/Ws2cNZ05b56dSUImolPqDQ

Mohamed and Andrew: Probability Project

2.       The second group I worked with was a 9^th grade English Language Arts class taught by Ms. Pearce.  Students read selected short stories and analyzed character, plot, and theme. They then used Animoto to create short story 'trailers' to highlight the character development, plot line, and theme for their short stories.  I was the most hands-on with this class and really enjoyed the discussions that evolved from the story to the screen with the students.  See the link for an artifact from this class.  

http://animoto.com/play/MVwb2MWADjSHHlJlC0ocjw

The Lady or the Tiger? by Frank R. Stockton

3.        The third class I worked with was a 9^th and 10^th grade Biology class learning the phases of Mitosis. See the link for an artifact of Modeling Mitosis: http://animoto.com/play/1cWqSxOqjs6ayOmQdfQAeg

All in a Day's Work

The email said, as of 3 pm, the internet would be down for maintenance.  What a perfect way to end a busy day.  Our students had school wide testing in all grades today.  Guidance counselors and test coordinators were working madly to ensure students knew where they had to be, and teachers were prepared for a morning packed with instructions.  In between my hall duty of checking in on teachers, I thought I would use this opportunity to get some much needed tasks checked off my list.  Well, not all the tasks were big, but I thought I'd do a quick recap of all that I got accomplished...

Numbered 150 index cards for my principal to use during lunch, helped transfer 16 laptops from upstairs to downstairs, scanned and emailed four images to my Assistant Principal, re-shelved approximately thirty books, inventoried all of our "scary" books to be pulled for our Halloween display, entered three class sets of new text books into our system the good old fashioned cataloging way,  assetted two new computers, helped trouble shoot a classroom desktop that would not play a CD ROM, answered and sent numerous emails, collaborated and brainstormed tomorrow's lesson plan for our technology showcase, and helped carry drinks up for students surprising their teacher on her birthday!  As the day came to a close, it was nice to sit and reflect on the many things I have learned.  In conversation, a teacher told me she tries to think of the progress being made when things feel overwhelming-and that it's nice to feel needed.  What an optimistic outlook to have!   As I packed my bag to leave, I snapped this photo of my desk, all in a day's work!

Velkommen!

This week we said farewell to our foreign exchange students and teachers from Denmark.  In April, Smithfield-Selma High School students will be reunited with their Danish partners as they embark on an international voyage to their country! What an excellent way for our students to learn about diverse cultures and experience first hand the lives of others outside of our own country.  At our farewell party, both the Danish and American students-about fifty total, formed a circle in the media center.  They each took a turn to say one thing they learned from their experience here.  It was refreshing to see the range of emotions, smiles, and laughter the students gained from each other.  Hopefully this is only the beginning of a lifetime of learning and loving diversity and international affairs!

Spirit Week!

I must admit, I really enjoyed all of the "Spirit" I witnessed at school last week.  Since I'm a newbie, I wasn't sure what to expect, but the students really left an impression on me.  So much, that I felt the need to participate! One of the many things I love about my job is that it keeps me young-at-heart! 

Teaching, collaborating, listening, observing, laughing, and talking with teenagers daily, gives a rejuvenated sense of energy that I enjoy so much! I can honestly say that I wake up every morning and look forward to the day's work that lies ahead of me! Here are some fun photos of me joining in on the festivities of our Circus Themed Spirit Week! GO Spartans!

I love Animoto! (and students do too!)

Animoto Project

Here is the link to a project I did with a 9th grade Biology class this week.  The students loved learning the tools of Animoto.  This project was simply an introduction of what Animoto can do.  The students had only 30 minutes to upload images and publish a short video.  I was very proud of their accomplishments given their lack of experience and time constraint!

Constitution Week!

September 16th-20th 2013

Banned Books Week!

SSS Media Center: Banned Books Week 2013

Celebrating the Freedom to Read: September 22-27, 2013

What is "Banned Books Week" anyways?

 It's a time to bring awareness to the issue of Censorship. 

What is Censorship?

 "Censorship is the suppression of ideas and information that certain persons- individuals, groups, or government officials-find objectionable or dangerous." 

-American Library Association (ALA)

Typically challenges are motivated out of a wish to shield young people from sexually explicit content or offensive language.  While this is important, the ALA's "Library Bill of Rights" explains that, "Librarians and governing bodies should maintain that parents and only parents have the right and the responsibility to restrict the access of their children and only their children to library resources."

"Censorship by librarians of constitutionally protected speech, whether for protection or for any other reason, violates the First Amendment." -American Library Association

Banned Books That Shaped America:

http://www.bannedbooksweek.org/censorship/bannedbooksthatshapedamerica

The Adventures of Huckleberry Finn, Mark Twain, 1884

The first ban of Mark Twain’s American classic in Concord, MA in 1885 called it “trash and suitable only for the slums.” Objections to the book have evolved, but only marginally. Twain’s book is one of the most-challenged of all time and is frequently challenged even today because of its frequent use of the word “nigger.” Otherwise it is alleged the book is “racially insensitive,” “oppressive,” and “perpetuates racism.”

Beloved, Toni Morrison, 1987

Again and again, this Pulitzer-prize winning novel by perhaps the most influential African-American writer of all time is assigned to high school English students. And again and again, parental complaints are lodged against the book because of its violence, sexual content and discussion of bestiality.

Catch-22, Joseph Heller, 1961

A school board in Strongsville, OH refused to allow the book to be taught in high school English classrooms in 1972. It also refused to consider Cat’s Cradle as a substitute text and removed both books from the school library. The issue eventually led to a 1976 District Court ruling overturning the ban in Minarcini v. Strongsville. 

The Catcher in the Rye, J.D. Salinger, 1951

Young Holden, favorite child of the censor. Frequently removed from classrooms and school libraries because it is “unacceptable,” “obscene,” “blasphemous,” “negative,” “foul,” “filthy,” and “undermines morality.” And to think Holden always thought “people never notice anything.” 

Fahrenheit 451, Ray Bradbury, 1953

Rather than ban the book about book-banning outright, Venado Middle school in Irvine, CA utilized an expurgated version of the text in which all the “hells” and “damns” were blacked out. Other complaints have said the book went against objectors religious beliefs. The book’s author, Ray Bradbury, died this year. 

For Whom the Bell Tolls, Ernest Hemingway, 1940

Shortly after its publication the U.S. Post Office, which purpose was in part to monitor and censor distribution of media and texts, declared the book nonmailable. In the 1970s, eight Turkish booksellers were tried for “spreading propaganda unfavorable to the state” because they had published and distributed the text. This wasn’t Hemingway’s only banned book – A Farewell to Arms and Across the River and Into the Trees were also censored domestically and abroad in Ireland, South Africa, Germany and Italy.

To Kill a Mockingbird, Harper Lee, 1960

Harper Lee’s great American tome stands as proof positive that the censorious impulse is alive and well in our country, even today. For some educators, the Pulitzer-prize winning book is one of the greatest texts teens can study in an American literature class. Others have called it a degrading, profane and racist work that “promotes white supremacy.” 

Uncle Tom's Cabin, Harriet Beecher Stowe, 1852

Like Huck Finn, Of Mice and Men and Gone With the Wind, the contextual, historically and culturally accurate depiction of the treatment of Black slaves in the United States has rankled would-be censors. 

Where the Wild Things Are, Maurice Sendak, 1963

Sendak’s work is beloved by children in the generations since its publication and has captured the collective imagination. Many parents and librarians, however, did much hand-wringing over the dark and disturbing nature of the story. They also wrung their hands over the baby’s penis drawn in In the Night Kitchen.

The 9/11 We Remember

          

          As my co-librarian and I transformed our library into an auditorium-style venue,  I began to wonder just what memory my students had of the 9/11 tragedy.  They are in high school, I thought to myself, they should remember a significant amount.  We planned to show a four minute montage of the events that took place followed by a lively discussion on thoughts and feelings conjured up.  Before I pushed play, I asked the students: “Raise your hand if you have any memory of the events on 9/11.” Three out of sixty students raised their hand.  I quickly followed up with: “Ok, raise your hand if you understand what happened that day.”  Two hands went up.  I realized this life changing event in my generation was something that my students could not relate to.  The vast majority of them have never been on an airplane and like many typical teenagers, have a hard time fathoming the concept of national security when the world they know revolves around school, friends, and Friday night football.   Who can blame them?  I was the same way as a teenager.  I thought social studies was boring and didn’t know anyone personally who had fought in a war other than my old grandpas. 

          So where does this leave us as educators?  As I watched the video, tears filled my eyes.  This reinforced my belief that we must teach our students in ways they can relate.  We have to make our lessons relevant and real in the eyes of our youth while emphasizing the human element that is timeless. 

I think this quote by the author, David Levithan speaks to the underlying message we need to focus on at next year's 9/11 ceremony.  

"What separates us from the animals, what separates us from the chaos, is our ability to mourn people we've never met." -David Levithan, Love is the Higher Law

Dear Students,

          I am writing this letter in hopes that it catches you in the mood to see, hear, talk, or think about something old or new that you are interested in.  I decided to become your school Media Coordinator because I want to help you become the most "Literate" you can be.  In other words, I want you to understand the world you live in and the world you have yet to explore.  The more you understand how to go out and achieve the goals you set, the brighter your future will be!  It is my personal goal to teach you how to use all of the resources the library has to offer you here at school, in public, and in university libraries.  In the process, I am going to do my best to introduce you to authors who have dedicated their lives to writing books just for young adults (YOU), and as many forms of text that I can to make your high school experience the best yet.  
          I was in your shoes not too long ago, and I remember what it felt like to be going through all of the transitions you are experiencing.  I hope to have the opportunity to meet each and every one of you, and I look forward to getting to know you while supporting your reading needs throughout high school.  Whether learning about classic literature or science, I can help you find books you are interested in that relate to your topic.  If you need help with research, please stop by the library and ask me for help.  That is why I am here- to be of service to you! Or if you are simply looking for something to read for fun, for support, or out of loneliness, but have no idea where to find it, I can point you in multiple directions until you find something that meets your needs. That's the beauty of reading, there is always something out there that can reach you on such a level you would think it was written only for you!
          Last but not least, I leave you with a quote.  I believe it speaks to my purpose as your librarian.  I look forward to a year full of exciting new opportunities, lessons, and discussions with all of you.

All my best, 
Mrs. Lam (Your School Media Coordinator)
 
 “The more that you read, the more things you will know. The more that you learn, the more places you'll go.”
― Dr. Seuss, I Can Read With My Eyes Shut!
         

Top Ten Tool Kit!

Text # 1: Joyful Noise

Bibliographic Information

Fleischman, P., & Beddows, E. (1988). Joyful noise: Poems for two voices. New York: Harper & Row.

Poetry can be a powerful literacy tool when teaching students of all ages and abilities reading and writing skills.  It exposes students to rhythm and rhyme with an element of fun!  As a teacher or librarian, we can encourage our students to find poetry in their everyday lives through the music they love or the activities they enjoy.  By examining students’ favorite song lyrics, commercials, or even television slogans we are able to introduce them to poetry in their world.  Poetry fosters creative reading and writing skills which can be learned in groups or individually, making it a universal favorite of students from all backgrounds and talents. 

The book, Joyful Noise by Paul Fleischman, allows students a fun way to practice reading classic styles of poetry.  This amazing collection of poems was written to be read aloud by two voices, either simultaneously or alternately.  Educating on the rich world of insects, this book is a must have for science teachers of multiple grade levels.  Various emotional tones are compared and contrasted throughout the poems ranging from humor and sullenness to active and gentle.  Each poem is uniquely illustrated to expose the vibrant diversity of the insect world, thus giving insightful visuals for readers to enjoy.  

Text # 2: A Fire In My Hands

Bibliographic Information 

Soto, G. (1990). A fire in my hands: A book of poems. New York: Scholastic.

Do you find poetry difficult to understand and why or why not?  If you had to write a poem, what would you choose to write about and why?  Do you believe poetry is just as important as other forms of writing, and why?

In his book of poems, Gary Soto starts with a Foreword explaining the seriousness of his dedication to poetry and ends with a Q&A session about his work and theories.  Soto considers his poems to be about “working life,” detailing the normal routines of young people in their day-to-day experiences.  His poetry ranges in topics about sports, love, friendship, family and societal cultures, making them easy to relate to for a diverse body students.  Young Adult poetry, such as this, is a great way to introduce students to Language Arts who typically wouldn't be interested in reading classical poetry.  This book would be a great resource for teachers in search of material that would appeal to both boys and girls, minority students and teenagers in general. He includes an anecdote before each of his twenty three poems explaining what the poem means to him and where he found his inspiration to write it.  His poetry is heavily influenced by his Mexican/American upbringing in California. 


Text # 3: Kathy Schrock’s Guide to Everything

URL: :  http://www.schrockguide.net/

Kathy Schrock’s Guide to Everything is an extensive website built with the purpose of informing educators of the many technological resources available to them and how to incorporate them in the classroom.  Kathy Schrock has over thirty years of experience working in education and has published more than one hundred articles and books relating to educational technology and information literacy.  For teachers and media coordinators, this website is extremely useful when researching the most current technology as a teaching tool.  Along the left panel are topics relevant to educators such as Assessment and Rubrics, Authentic Learning, Concept Mapping, Connecting Your Classroom, Digital Storytelling and so much more.  Kathy Schrock provides ratings of apps, technology tools, and other online resources.  She also provides guides for parents and teachers.  

Text # 4: ReadWriteThink

URL: http://www.readwritethink.org/professional-development/strategy-guides/

     Readwritethink is a website sponsored by the International Reading Association and the National Council of Teachers of English.  It provides a plethora of useful information for educators in a structured way, making it easy and quick to navigate.  Along the top of the website are four horizontal tabs titled: Classroom Resources, Professional Development, About Us, and Parent & Afterschool Resources.  Along the left panel users may refine their search according to the grade level, strategy, learning objective, or theme being sought after. 

     This website is particularly helpful for teachers working with English Language Learners because it provides strategy guides tailored to meet the needs of ELLs as well as students needing extra support.  It features three strategy guide series titled: Reading in the Content Areas, Differentiating Instruction, and Teaching Writing.  Each of the series provides comprehension, vocabulary, reading and writing support for ELLs.  Lastly, there are strategy guides for teaching literacy, inquiry-based learning, literature performance, and teaching with technology.  

Text # 5: Guys Lit Wire

URL: http://guyslitwire.blogspot.com/

Maintaining a book blog requires constant dedication and passion to providing up-to-date material.  The best way to meet the needs of diverse readers it to be knowledgeable of what is available.  As a School Media Coordinator, I find blogs provide fast and easy guides to great reads for my students. 

Guys Lit Wire provides a wide array of gender diverse books while also representing topics for multiple cultural backgrounds and interests.  There are several contributors whose names along with credentials can be found under the link “Guys Lit Wire Contributors.”  I like this blog because it seems to provide recommendations for minority groups in need of great books to read, while specifically appealing to boys.  Research has shown that boys are a more challenging audience to foster a love of reading in.  This blog provides books which support traditionally preferred topics by boys such as science, technology, engineering and math.  The Blog is visually appealing by providing large images of book covers with reviews.  My favorite feature is the way in which reviewed books are organized.  Along the left side, under Categories is a list of books to choose from based on interests.  The categories are designed to catch your attention ranging in subtitles labeled “Everyone’s Got Issues,” “Draw me a Picture,” and “Flying Cars and Lost Cities.”  I would definitely draw resources from this blog to appeal to male readers, as well as female.

Text # 6: Green Bean Teen Queen

  "A Teen and Tween Librarian's thoughts on books, reading and adventures in the library."

URL: http://www.greenbeanteenqueen.com/

GreenBeanTeenQueen, is written by Sarah, a tween and teen librarian and Youth Services Manager.  I like this blog because it is simple and easy to navigate.  In order to foster a love of reading early on in children and teens, teachers and librarians need to have knowledge of the best books out there.   I believe this blog would be helpful for all educators looking to put the right book in the hands of a student.  It has clearly organized subject headings, making it an excellent tool to find texts that reflect a diverse range of reading abilities.  Under “Book Reviews” she provides an alphabetized list of books by title in which she has reviewed with a clearly defined rating system.  She provides useful resources for all ages. Ranging from topics under “Picture Books” for younger children to Young Adult novels and Adult novels found in her “Booklists.” Under “Tween Tuesday,” she highlights great reads for the tween age providing facts about the book along with recommended book pairings.  This blog is one way to remain current and fresh in the young literary world of our students!

Text # 7: Pride & Prejudice (In Graphic Novel Format!)

Bibliographic Information:
Butler, N., Petrus, H., & Austen, J. (2009). Pride & prejudice. New York: Marvel.

     Are you looking for a fresh new way to introduce your students to classic literature without intimidating reluctant readers? In this abridged version of Pride & Prejudice, you will find most of the original dialogue and plots remain true to the classic by Jane Austen.  The brightly illustrated panels provide excellent context clues, while also helping visual learners connect characters to dialogue.  This graphic novel format gives students a visual representation of how people dressed and lived in the early 19^th century.  English language learners may greatly benefit from comparing facial expressions and art with complex text as they read.  This novel’s pace moves quickly, holding the interest of young readers, while also appealing to both genders.   

     Pride & Prejudice was originally published in 1813 and tells a tale of the five Bennet sisters in England’s high society.  Jane Austen’s novel exposes readers to the ways in which societal perceptions defined a person in that era.  More importantly, this story depicts the common views of females in a male dominated culture.  By reading the classic in a graphic novel format, students of all learning styles can actively engage in rich discussions and debates on the measure of success and what truly defines happiness. 

Text # 8: And Tango Makes Three (A picture book)

Bibliographic Information:

Top of Form

Richardson, J., Parnell, P., & Cole, H. (2005). And Tango makes three. New York: Simon & Schuster Books for Young Readers.

Bottom of Form

     In this beautifully written and illustrated picture book, readers of all ages can learn from the true story of two male chinstrap penguins that formed a natural partnership at the Central Park Zoo in New York.  The story explains the way in which Roy and Silo became an inseparable pair.  During the annual mating season, their zoo keeper noticed Roy and Silo had formed a nest and were mimicking the other penguin couples sitting on their eggs, only Roy and Silo were sitting on a rock as their egg.  In a leap of faith, their keeper gave Roy and Silo a fertilized egg from another penguin couple who had laid two and were unable to care for both.  Amazingly, Roy and Silo nurtured the egg until a baby girl penguin named Tango was hatched.  To this day, visitors are able to see Tango and her parents thriving and coexisting happily with the other forty-two chinstrap penguins living in the Central Park Zoo. 

     This picture book provides teachers the opportunity to explain to very young children the moral lesson that it is OK to be different and tolerant of families unlike your own.  Upper grade teachers can use this book in a variety of ways to increase awareness of critical issues in our society.  By having older students question the authors’ intentions and audience, a healthy discussion can be had regarding prejudices and social discrimination against different sexual orientations.  Teachers and students of diverse backgrounds and abilities can use this book in many ways to observe, discuss and debate why, who, what, when, and where this book is so often challenged in our country. 

Text # 9:The Perks of Being a Wallflower (Movie VS. Novel)- Audience: High School/Young Adult

Bibliographic Information: 

Chbosky, S. (1999). The perks of being a wallflower. New York: Pocket Books. Recommended for grades 9-12. 

     This major motion picture and bestselling novel tell a heartrending story, narrated by high school freshman, Charlie, through letters to an unknown recipient.  From Charlie’s letters, the reader is able to develop a sense of empathy in a way that most teenagers can relate.  As Charlie’s countdown till graduation begins on his first day of high school, pieces of his life seem to fall apart.  Enduring his best friend’s suicide, Charlie now finds he is unable to “participate” in his daily encounters.  Having no friends, he develops a connection with his English teacher, Bob, through books.  Bob sees a gift in Charlie.  Through extra reading assignments and essays, Charlie is able to escape and draw parallels to his personal battles.   Unexpectedly, Charlie befriends witty and candid Patrick, a senior.  Together, Patrick and his step-sister, Sam, form an “infinite” bond with Charley.  The reader learns of Charlie’s dysfunctional family, and the reasons he is unable to accept the love he truly deserves.  In the end, Sam teaches Charlie to be honest with others, and true to himself.

     Chbosky expertly creates episodes throughout this coming-of-age story. Chbosky directed the movie, rendering it true to his book.  However, many noteworthy details and topics are omitted in the film, possibly due to viewers’ sensitivity in today’s culture.  The overall moral, beautifully expressed in both the film and novel is, “We can’t choose where we come from, but we can choose where we go.”  High School teachers may find a variety of ways to teach critical literacy skills through engaging students in real conversations about the things teenagers experience in their lives.   Visual and English language learners may find it easier to make connections to the text if they view the movie first.  By using material that students can relate to, they are more likely to want to participate.  Students are able to compare and contrast, make predictions and anticipate the differences between the two modes.

 Text #10: Thirteen Reasons Why (Audio CD)-Audience: High School/Young Adult

Bibliographic Information: 

Asher, J., Wiseman, D., & Johnstone, J. (2007). Thirteen reasons why. New York: Random House/Listening Library.

 Students and faculty knew the most common warning signs of a suicidal individual, yet they never saw it coming.  Or did they?  After receiving a package containing a map and seven tapes recorded by Hannah Baker, who committed suicide two weeks earlier, Clay Jensen is compelled to find out why he is suddenly involved in her tragic tale.  The entire story takes place over a period of twenty-four hours, in which Clay listens to all seven of her tapes.  From the beginning, he learns this is a story of the thirteen individuals who, with their unique set of actions and repercussions, impacted Hannah.  Clay believes he did not do anything to hurt her, however, his name is on the tapes.  Through his painful task of listening to her recorded voice, Clay is taken on a physical and perceptual tour of the locations and events significant in Hannah’s decision. 

The novel heard in audio format allows students to effortlessly follow the two separate narrations of Clay and Hannah read as a conversation between a male and female.  The contrast of listening to a gentle male voice in search of the truth against a somewhat bitter, desperate, and depressed female voice keeps the attention of the audience.  This insightful novel sends the message that a single rumor can snowball into a vicious consequence.   The author respectfully portrays the intricate thought processes leading up to suicide, while cleverly educating the warning signs and common misconceptions of the victim.  Teachers may choose to give their students the option of reading the novel or listening to the story on CD as a way to reach various learning styles.  Teachers facing incidents of bullying can use the author’s message to drive the point to their students that actions and inactions strongly impact others in ways one is never certain of.   This story fosters the opportunity for teachers to discuss candidly the issues that exist in today’s young generation.  This novel is intended for grades 9-12. 

Strategy #1: Writing Break

School Media Coordinators, aka School Librarians, are dedicated to information literacy.  By providing textual information to students through a variety of instruments, (internet, movies, newspapers, textbooks, picture books, magazines, comics etc.) literacy needs are being addressed on multiple levels.  While it is imperative to introduce students to information, it is even more important to teach them how to comprehend it.  Edgar Dale’s timeless cone-of-experience model illustrates the ways in which learners are able to understand and retain the information they receive. It says people are typically able to remember:

10% of what they READ

20% of what they HEAR

30% of what they SEE

50% of what they HEAR and SEE

70% of what they SAY and WRITE

90% of what they SAY as they DO A THING

The simple strategy of taking a “Writing Break” every ten to twenty minutes on a consistent basis, gives students the chance to increase their retention up to seven times more than what it would be if they only read.  For ELLs (English Language Learners) this exercise allows them the opportunity to write any thoughts, ideas or questions in their native language to address during or after the reading.  The technique is simple: for a lecture or discussion take a writing break every ten to twelve minutes.  For videos a writing break is useful every twenty minutes or after important scenes.  When reading, take a writing break after every page or section to allow students time to organize their thoughts.  It is important for the teacher to provide writing prompts which are planned in advance, and to observe the students in action thus understanding which ones need help.   Lastly, follow up with pair sharing, or volunteer read-alouds to form accountability.  Make sure to give stamps, checks, or comments to show this writing is valuable to the learning process. Don’t critique spelling, grammar, or format for this informal style of writing-to-learn. 

Strategy #2: Drawing and Illustrating

No two students are the same.  Whether academically gifted or learning English as a second language, pictures are universal to the human eye.  When using the strategy, “Drawing and Illustrating,” students are able to make simple doodles, pictures, or maps to help them make sense of what they are learning.  This strategy is particularly helpful for visual learners.  By taking a break from the lesson to quickly and informally sketch an image, students are able to better process what they’ve just read or heard. It is important for the teacher to observe students during this break to get a clear understanding of common misconceptions or concepts that need further clarification.  This strategy is particularly helpful with Scientific models but not limited to.  Make sure students understand they are not being judged for artistic talent!  

Strategy #3: Write Around

With the explosion of social media applications, email, texting and chatting, today’s tech-savvy generation is communicating via written-word more than ever.  By implementing the strategy of the “Write-Around,” educators are encouraging an already familiar style of writing in students.  Simply organize a small group of three to five students.  Assign a pre-determined multilayered topic, and encourage students do what they do best-write short notes to each other discussing the details of the topic.  Depending on the purpose of the write-around, the teacher can allow for longer periods of writing time or have short response times.  The rules are as follows:

1. Students sign their initials in the left margin and begin with a comment on the topic. 
2. Students must write silently for the entire time, until the teacher says “PASS.”
3. Students silently pass the papers.  The new writer signs in, reads the previous comment and replies with additional views or opposing opinions. 
4. Once the original paper is back to its original author, the paper is read and discussed in the group.    

This strategy is excellent for discussing controversial topics in Social Studies and Language Arts.  If working with a group of ELLs (English Language Learners), it may be beneficial to allow them to write and discuss in their native language as long as group members are able to read and respond to one another.  Teachers may also differentiate instruction by giving different prompts to various groups.  Make sure to provide value and accountability by collecting written discussions and providing comments or stamps of approval.  As always with informal write-to-learn exercises, students should feel comfortable knowing they will not be graded on grammar, spelling, or sentence structure.  BEWARE!  Peer-pressure may enhance the desire to write well!  

Strategy #4: Anticipation Guide (Pre-Reading Strategy)

Anticipation guides are excellent strategies to get your students interested in what they are about to read.  By triggering students’ prior knowledge, the anticipation guide gives them confidence to make personal connections, and then predictions about the upcoming reading.  Anticipation guides also help students build skills in understanding cause and effect relationships and generalizations.  Build a sense of intrigue and excitement for reading with this fun activity!

To Get Started:

1. As you write the anticipation guide, choose 3 to 5 generalizations that relate to a theme in the story.  The most controversial issues make for the best discussions and debates among your students!

2. Next, introduce the guide to your students, and model how to fill out the questionnaire using your personal opinion and thoughts to Agree or Disagree with the generalization-Make sure students do not feel pressured to make a guess, there are no right or wrong answers! (Example: People who steal are bad. “I disagree because I believe a person who steals may not be bad, maybe they are just hungry and must steal food to survive.”)

3. Before beginning the reading, have students fill out the guide and then engage a discussion as a class or in groups.  Once students begin to read, have them refer to their guide to take notes.  Finally, have students use the guide to analyze how the reading affected their opinions of the generalizations and initial responses.


Strategy #5: Say Something (During Reading Strategy)

     Many times it is difficult to tell if your students actually comprehend what they are reading.  This simple yet effective strategy incorporates mini-discussions periodically throughout a reading assignment.  For English Language Learners, allow discussions to take place in their native language for increased engagement and support.   By giving your students specific prompts that foster interaction with the reading, you will help them understand what they are reading as they practice skills such as predicting, questioning, clarifying, commenting, or connecting. It is important that you always MODEL a Say Something scenario to show students exactly what it looks like. 

Rules:

1. With your partner, determine who will say something first and when (Example: Marc will “Say Something” after the second page has been read by both partners).
2. When you say something, do one or more of the following:

Make a prediction (I bet that…)

Ask a question (What’s this part about…)

Clarify something you did not understand (This makes sense now…)

Make a comment (I like the part where…)

Make a connection (This reminds me of…)

3. If you can’t do one of these five things, then you need to reread.

Strategy # 6: It Says-I Say-And So (After Reading Strategy)
Definition:This strategy helps readers build inferencing skills. It provides a visual for students to organize their thoughts about what they have read compared to what they already know.

Strategy: Question (Read the question.), It Says (Find information from the text that will help you answer the question.), I Say (Think about what you know about that information.), And So (Combine what the text says with what you know to create your answer.)

When It's Appropriate: When working with dependent readers who often have trouble finding answers from the text that aren't there and require internal thought processes (Inferences).

Why Use It? It's necessary to use this strategy as a scaffold for students who already have a difficult time reading the actual text and keeping up with the details. By using a chart to organize the process of inferencing, these students become familiar with the structure of how to make an inference.

How Does It Work? First you must model this strategy. Introduce it using a story well known by all students. Start by asking explicit questions, then ask a question requiring students to make an inference. Use the chart to help visual learners see the though process. Model everyday!

Example: The Three Little Pigs Question:Which little pig was the smartest? It Says: The first pig built his house with straw. The second pig built his house with sticks. The third pig build his house with bricks. I Say: Bricks are stronger than straw and sticks. And So: The third little pig was the smartest.

 

Strategy # 7: "Faction" (Writing Strategy)
Definition: Faction combines facts with imagination.  Students are able to apply personal creativity to the research they are conducting!
Strategy:This writing strategy is an excellent tool to use for research projects, extension activities, or as an alternative assessment.
When It's Appropriate: It is appropriate to use when you want to give students the opportunity to create unique personalized work based on facts you want them to learn.
Why Use It? To allow students to learn more independent forms of research in a fun way!
How Does It Work? Depending on the goal of the project, allow your students to choose their research topic, invest time in the class for students to talk about potential choices. (If you insist, give them a list to choose from via fixed sets of texts that way all students will be writing from the same resources). Next, identify the audience (other than you and the other students). It can be whom this faction might influence, living or dead, real or imagined.  Third, gather information from 2 or 3 good resources.  From here students will need to prewrite (gather bibliographical information, reactions from the perspective of their faction character, and then develop details for their new character.  After prewriting, they begin to write their drafts in class! Finally, have them revise, edit, and share!
Example:1920s Research topics: Racial violence and the KKK, Harlem Renaissance, The Great Migration


Strategy # 8: Question the Author: QAR 

(During & After Reading Strategy)

Engage your students in a discussion and have them answer the following questions during and after their assigned reading: 

1. Why is the author telling me this?

2. Does the author say it clearly?

3. How could they say it more clearly?

4. What would I say instead?

Now have your students re-write the passage in their own words.  Once completed, have them share with partners or groups.  This strategy teaches students to critique what they are reading, while allowing them to see authors' biases and form their own opinions.  

Strategy # 9:Exit Slip (Writing Strategy)

Definition: An exit slip is a simple way to evaluate the thoughts of your students.  It is a short, 5 minute time period at the end of a lesson in which your students write on a sheet of paper or note card their response to your open ended prompt.

Strategy: You may offer students one prompt or allow them to choose from a list of several. Once they have written their response, you collect their papers.

When it's appropriate: This strategy is effective to use as a closer to a lesson, or at a time when you want feedback from your students. 

Why use it? The main objective of using this strategy is to get direct feedback from your students so that you can know how to teach the next class. You may use exit slips as a diagnostic tool to see what your students are struggling with or where their attitudes about a particular topic stand. It is important to remember-you shouldn't grade these! Students will feel more open to write their honest opinions if they know they will not be graded on grammar or sentence structure. 

How does it work? All you have to remember is to stop your lesson about five minutes shy of the bell.  Before your students make a dash for the door, make sure they have writing utensils, paper, and a prompt or list of prompts.  Once they finish writing, they hand in their exit slip as they exit your class.  It's that easy! Remember, it is important to make use of this feedback, by delivering on your promises and validating students' requests.  You may also begin the next class by reading aloud examples of exit slips to initiate a class discussion.

Example Prompts:

What did you learn today?

How is this unit going for you?

What was the most difficult or confusing idea we learned today and why?

What would you like for me to review in class tomorrow and why?

What can I do to help you learn better in class? Please be specific!

What is one question you would like me to answer about your reading today?

 

Strategy # 10: Tea Party (Pre-Reading Strategy)

Definition: This strategy encourages students to get up out of their seats and interact with each other in discussions about the text.  Tea Parties allow students to make predictions about what they are going to read as they make inferences, compare and contrast, and draw on personal experiences. 

When it's appropriate: This strategy is a favorite of all ages and can be worked into scaffolding for English language learners. It requires pre-planning by the teacher but serves as a great way to spark interests in your students about new reading materials!

Why use it? This is a great strategy to motivate and excite students about upcoming readings!

How does it work?

1. First, you must decide what phrases, sentences, or single words you want to place on index cards.  If you have 30 students, try to create at least 15 different phrases that give insight into characters, setting, and conflicts in the text. Each student will receive 1 index card with a word or phrase.

2. Do not paraphrase the text.  Instead, you may omit certain words to shorten a phrase, but do not change the words since you want your students to recognize them when they get to the readings!

3. Begin the Tea Party! Invite students to walk around the room, they must share their cards with each other AND begin discussing what they think the cards mean with relation to the text!

4. Next, have students return to their small groups to discuss their predictions about the text (about 5 students per group works well for this strategy).    

5. Ask students to complete "We think..." statements about their predictions.  Their paragraphs should begin as "We think that this selection is about..."

6. Make sure you ask them to explain how and why they predicted this!

7. Now read the highly anticipated text!

Example: Tea Party topics to introduce Harper Lee's, To Kill A Mockingbird.

Moral obligation

Disapproval

Every lawyer gets at least one case in his lifetime that affects him personally...

They don't do one thing but sing their hearts out for us.

Black man

White girl

You never really understand a person until you consider things from his point of view...

Atticus wasn't interested in guns

Conscience

How could they do it?

It seems only children weep...