Literacy and Reading

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					Vickie Buckman
LME 590, Spring 2011

                           Literacy and Reading Standards Reflections

Standard 2: Literacy and Reading
      Candidates promote reading for learning, personal growth, and enjoyment.
      Candidates are aware of major trends in children’s and young adult’s literature
      and select reading materials in multiple formats to support reading for
      information, reading for pleasure, and reading for lifelong learning. Candidates
      use a variety of strategies to reinforce classroom reading instruction to address the
      diverse needs and interests of all readers.

Standard 2.1 Literature
      Candidates are familiar with a wide range of children’s, young adult, and
      professional literature in multiple formats and languages to support reading for
      information, reading for pleasure, and reading for lifelong learning.

Artifacts
       Annotated Bibliography (Word Document)

       Changing Family Report (Word Document)

       Book Reviews (Book Blog URL)


Reflections
       The Changing Family Report and Annotated Bibliography are assignments created in

LME 518. The information in these two documents has and will continue to help me select

books for my library which reflect the changing family dynamics of our students. In LME 527, I

read and reviewed a variety of young adult books and developed a blog to share my book

reviews with classmates and students. I have shared the blog with my high school students and it

is currently linked to my media center website to provide ideas for students’ book selections.

       Standard Element 2.1 requires an individual to be familiar with a wide variety of

children’s and young adult literature. The Changing Family Report is aligned to this standard

because it demonstrates the trends in today’s families, an important fact to consider when

selecting books for a school library. Only through understanding our students are we able to

select reading materials which will be interesting and enjoyable to everyone. A school library


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LME 590, Spring 2011

should include materials that all students should be able to relate to – regardless of their culture,

family background, or religious beliefs. The Annotated Bibliography is aligned to the standard

because it demonstrates my familiarity with a wide range of literature for children. The Book

Blog demonstrates my familiarity with a variety of young adult books which will help me make

recommendations to students who ask for assistance in the library. Learning to write reviews for

books and align them with the curriculum is a skill I will continue to use in my role as media

specialist.

        Creating these documents taught me the importance of being familiar with children’s and

young adult literature. I have been introduced to children’s books that deal with family

situations and help children to understand and relate to the circumstances in their own family. I

have learned how children’s books can be a great teaching tool (for teenagers as well as children)

because the stories relate to the child’s situation. Writing my paper and creating an annotated

bibliography of children’s books which focused on the subject of today’s changing families

taught me the value of having books which addressed the questions children have about those

from same sex parents, single parents, or multicultural families.

        Reading the young adult books and creating the book review blog taught me the

importance of reading YA books to be able t recommend those books to my students. I learned

the value of sharing book reviews with classmates and how developing a blog for my library

would encourage students to read more. I learned to write an effective book review and to

connect the book to the curriculum.

        Including books in the library which address the changing family dynamics will help

students understand and cope with their changing family. Students will learn they are not alone

in their feelings and struggles dealing with issues such as death or divorce. Students will learn


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LME 590, Spring 2011

from the characters in the story and literature such as this will help them talk about their

hardships.

       The Book Blog will impact my students’ learning because I will be able to offer a more

informed recommendation of books that will interest the individual student. Reluctant readers

will be more likely to read if I’m able to give them a solid recommendation for a book about a

topic they are interested in. Research has shown that establishing a relationship with students,

learning their likes and dislikes and being able to discuss books with them will encourage the

most reluctant reader to read for pleasure. Academic achievement will improve as students’

reading abilities improve and providing a tool such as the blog allows students to share their

favorite books to motivate others to read more.

2.1 Links to Evidence
       Annotated Bibliography (Word Document)

       Changing Family Report (Word Document)

       Book Reviews (Book Blog URL)

Standard 2: Literacy and Reading
      .
Standard 2.2 Reading Promotion
      Candidates use a variety of strategies to promote leisure reading and model
      personal enjoyment of reading in order to promote habits of creative expression
      and lifelong reading.

Artifacts
       Family Literacy Night (Web Page with Photos)

       Reader’s Club and Coffee House (Bowling Green High School Web Page with Photos)

       Reading for Enjoyment Plan (Word Document)




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LME 590, Spring 2011

Reflections
       Family Literacy Night was the closing of a weeklong celebration of reading at the Green

County Primary School. The activities were planned to promote reading for fun at an early age

and to encourage parents to get involved in reading to their children. The link to the Bowling

Green High School Coffee House shares photos of students and teachers participating in the

weekly Coffee House, working on homework or participating in a book discussion. I learned

how to host a book club and to set up this type of activity from Mrs. Butler during my practicum.

The Reading for Enjoyment Plan is my proposal which will be submitted to the Green County

High School Site Base Council for implementation in school year 2011-2012.

       Standard 2.2 states that candidates should use a variety of strategies to promote leisure

reading. Each artifact included in this standard promotes reading for fun for students and adults

of all ages. The Family Literacy Night and weeklong celebration involved student and

community volunteers in reading aloud to children. The Coffee House and Book Club promote

reading for older students and teachers. The activities described in these artifacts demonstrate

my ability to plan and participate in events to promote a love for reading which will last

throughout life.

       The Family Literacy Night program was a great experience for everyone involved. I

learned how to plan daily activities for children to promote reading and to raise excitement about

books. I also learned how to schedule and plan events which involved coordinating volunteers

from both the community and high school students.

       The BGHS Coffee House has been operational for a number of years and Mrs. Butler

shared her lessons learned with me and helped me develop a plan for a similar experience in my

GCHS Media Center. I learned the problems they encountered when first establishing the event,

and the types of supplies and budget required to operate. I learned ideas on how to set up a book

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LME 590, Spring 2011

discussion and ideas to encourage students to participate. I used the ideas from Mrs. Butler to

develop a proposal for my media center for the upcoming school year. Reading for pleasure is

one of the most rewarding activities in my personal life. I want to pass my love for books on to

all my students. Reading young adult literature and discussing the “latest” books with my

students is one of my favorite activities as a media specialist.

       Research has proven that students who read for pleasure perform higher academically.

Implementing a Reading for Enjoyment plan throughout our school will encourage students to

read and hopefully, begin a lifelong habit of reading. Reading improves writing, comprehension

and vocabulary skills.

2.2 Links to Evidence
       Family Literacy Night (Web Page with Photos)

       Reader’s Club and Coffee House (Bowling Green High School Web Page with Photos)

       Reading for Enjoyment Plan (Word Document)


Standard 2: Literacy and Reading
      .

Standard 2.3 Respect for Diversity
      Candidates demonstrate the ability to develop a collection of reading and
      information materials in print and digital formats that support the diverse
      developmental, cultural, social, and linguistic needs of P-12 students and their
      communities.

Artifacts
       Information Sources and Services Annotated Collection (Word Document)

       Walk in My Shoes WebQuest (Web Page URL)

Reflections
       The Information Sources and Services Annotated Collection is the result of a group

project I participated in during my coursework for LME 508. The document provides a helpful

resource when determining reference materials I need to include in my media center collection.

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LME 590, Spring 2011

The Walk in My Shoes WebQuest is a collaborative activity between an English teacher and the

media specialist. Students read popular young adult literature focusing on common social and

cultural problems teenagers face and develop a presentation to share what they have learned.

        Standard 2.3 focuses on developing a collection of reading and information materials that

support a diverse population. The two artifacts demonstrate my ability to complete this task.

The Annotated Collection provides a large number of inform materials which have been

carefully reviewed and selected for inclusion in the media center collection. The information

materials range from encyclopedias to biographies to world atlas selections, ensuring students

have the resources needed to learn. The WebQuest is an example of my ability to select young

adult literature which supports the diverse social and cultural issues teenagers are faced with in

their daily lives.

        Developing the Annotated Collection taught me to use the collection reference guides in

the Educational Resource Center at WKU. I learned to select and evaluate resources to

determine the core collection for my media center. I learned to research the curriculum standards

to determine if the item aligned with core content and to identify how the resource would be used

in the classroom. I also learned to seek out and read reputable reviews for materials to determine

if they were appropriate for my collection.

        Developing the WebQuest taught me how important young adult literature is in teaching

students about the diversity in today’s society. I learned to use book reviews and book talks to

help select the books for this project and for those I will plan in the future. I learned to use a

book as a springboard for student discussion and deeper research into social and cultural issues.

        Student learning will be impacted by the availability of a wide variety of information

resources in the media center. Students cannot be successful with research projects and their


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LME 590, Spring 2011

quest for information if they do not have readily available print and non-print materials. I will be

able to suggest books on social issues and cultural diversity to students so that they may begin to

understand and appreciate differences among students their age in their school and their world.

Students are growing up in a diverse, rapidly changing society. As a media specialist, I am

responsible for ensuring the reading materials in our school library are current and relevant to my

students. Having these materials available for students will expand their knowledge of their

community and world.

2.3 Links to Evidence
       Information Sources and Services Annotated Collection (Word Document)

       Walk in My Shoes WebQuest (Web Page URL)

Standard 2: Literacy and Reading
      .
Standard 2.4 Literacy Strategies
      Candidates collaborate with classroom teachers to reinforce a wide variety of
      reading instructional strategies to ensure P-12 students are able to create meaning
      from text.

Artifacts
       Improving Literacy through School Libraries Grant Narrative (PDF Document)

       Literacy Strategies at GCHS Media Center (PowerPoint Presentation)

       2011 Gear Up Alliance, Power of Academic Discourse (PowerPoint Presentation)


Reflections
       The Improving Literacy grant narrative includes a request for the Reading Plus and Lexia

programs (Reference Page 7) for our district. In order to complete the grant narrative, I

researched many reading intervention programs to determine their effectiveness. The

information in the grant will be used to for future decisions to purchase such programs. The

Literacy Strategies presentation provides evidence of the types of strategies currently being used

in my media center. Our school is discussing implementing as many of the literacy strategies

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LME 590, Spring 2011

described in the grant narrative as possible, as current funding allows. Lastly, the presentation

from the 2011 Gear Up Conference is from a workshop I attended as part of the Educator Strand.

The presenter engaged her audience in learning how to use dialogue, questions and answers, to

increase student learning. I plan to use the ideas I learned in this workshop to collaborate with

classroom teachers to plan a Socratic seminar with our students.

       Standard 2.4 focuses on the collaborative effort of the media specialist and classroom

teachers to reinforce reading strategies across the curriculum. The grant narrative provides

information on the types of strategies we would like to implement in our high school media

center. The presentation provides information on some of the activities I have been involved in

this year in the GCHS Media Center to encourage students to read. I have collaborated with the

9th and 10th grade English teachers to determine books and magazines which would encourage

our reluctant readers to visit the Media Center, to check out books, to read a magazine, or to

work on the A+LS program. The workshop from the Gear Up Conference is aligned to Standard

2.4 because it provides examples of a variety of literacy strategies which combine reading,

writing and language skills.

       Writing the grant gave me an opportunity to meet with our RTI teacher to discuss the

types of programs she felt would be beneficial to our students. Through the research I did for the

grant, I became familiar with many software programs and studied their effectiveness on student

achievement. I visited with software vendors at the KySTE Conference to learn about some of

the programs and to view demonstrations. I also met with our district curriculum specialist to

discuss how the programs would meet the current goals. Regardless of the outcome of the grant

submission, the research and writing taught me a great deal about reading intervention programs

and how they can be used to enhance classroom instruction to improve reading skills.


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Vickie Buckman
LME 590, Spring 2011

       Collaborating with the 9th and 10th grade English teachers to encourage students to visit

the Media Center and read has been a learning experience throughout the year. I have talked

with both teachers and students to determine the types of materials of interest and learned about

the reading levels of our students. I have learned to design fun, engaging activities to motivate

students to read.

       Attending the Gear Up Workshop reintroduced me to a teaching strategy I had not used

for many years – Socratic seminars. In the workshop I learned an innovative way to host a novel

discussion. The presenter guided educators through the steps to writing thought provoking

questions and how to teach our students to participate in a Socratic seminar. Using the

presentation as a guide, I hope to collaborate with our English teachers to plan a Socratic seminar

to discuss a novel they are reading in class.

       Student learning would be greatly impacted if we received the grant funding to purchase

the reading intervention programs, such as Reading Plus and Lexia. Research shows that

students who work with these programs have significant gains on standardized test scores.

However, as a result of the research, our school is purchasing the Study Island program and it

will be available for students to use in the Media Center at any time during the day as well as

before and after school. This program has proven results in increasing students’ reading skills.

Working with the English teachers and providing students with reading materials of interest has

resulted in a record number of books being checked out from our library. Students report that

they are reading more, which will improve their academic achievement.

       Our students have no prior experience with Socratic seminars, and would benefit from

this engaging dialogue with their classmates. Students would learn to develop questions, and the

seminar would provide them with an engaging manner to discuss their reading. The Socratic


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LME 590, Spring 2011

seminar would provide students with an opportunity to learn from their peers and to better

communicate their own thoughts and ideas about the book they are reading.

2.4 Links to Evidence
       Improving Literacy through School Libraries Grant Narrative (PDF Document)

       Literacy Strategies at GCHS Media Center (PowerPoint Presentation)

       2011 Gear Up Alliance, Power of Academic Discourse (PowerPoint Presentation)




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