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Read-talk-repeat
Working together
Teri Lesesne
(rhymes with insane)
@professornanawww.Professornana.livejournal.com
AndListen
Congratulations!
AND, i have served on selection committeesQuick Picks for Reluctant Readers, 3 years
Margaret Edwards Award
Printz Award
Odyssey Award, one as member and once as chair
YALSA Award for Excellence in Nonfiction
Morris Debut Novel Committee, chair
Amelia Elizabeth Walden Award, 4 years
Teachers’ Choices, ILA
YA Choices and Children’s Choices, ILA
What i have learnedSometimes folks know more than I do at the outset, but each
committee service has been a learning experience.
Sometimes there are processes in place for reading, annotating, and discussing.
Sometimes the committee arrives at these processes autonomously.
Sometimes people need a refresher in what to include in their observations and discussion.
ALWAYS there need to be guidelines for discussion.
So, what are your questions and concerns?
Eleven by sandra cisneros
https://www.youtube.com/watch?v=o4k8pPgQJoQ
https://www.youtube.com/watch?v=2QktGitdU3Q
Where to beginBack to class
Literary Elements
● Antagonist● Character● Conflict● Mood And Tone● Plot● Protagonist● Setting● Themes
Literary Devices● Allegory● Allusion● Archetype● Deus ex machina● Hyperbole● Imagery● Metaphor● Motif● Point of view● Simile● Symbolism
Resources for Definitions and Examples
http://literary-devices.comhttp://literarydevices.nethttp://www.ode.state.or.us/teachlearn/subjects/elarts/reading/resources/readingglossary.pdfhttp://www.uncp.edu/home/canada/work/allam/general/glossary.html
Set paramete
rsThere is no such thing as a perfect book.
Questions to consider
What if you read something in ARC and find errors?
How much “fact-checking” are you responsible for?
What are your OWN “line in the sand” criteria?
What can and should disqualify a book?
How do you “verify” cultural authenticity?
What does “balance” mean to YOU?
How biases do you bring to the work?
Proceed with
CautionDetermining
appropriate audience
Mental and emotional “levels”
Not lexiles and levels
Read books across a range of difficulty.
●Graphic Novels and Illustrated Novels
●Picture Books
●Poetry and Novels in Verse
●Informational Books with Text Features
Lexile Accuracy Concerns
Eyes on the prizeManaging the reading load
What was the load in the past?
What time frame is set for reading?
How will you schedule the reading?
What plans do you need to have for “push” time?
Keeping up with the reading
Set daily goals
Alternate book selections
Short and slim vs. voluminous
Favorite genres vs. outside of comfort zone
Keep books at hand for those edge or fringe times
Put aside a book that is moving slowly for you. Come back to it later
Set up stacks
Let the reading beginKeeping track
Methods for your madnessTracking books received
Noting books read
Keeping comments organized
Inside or outside?
Criteria covered
Personal vs. Professional
Color coding?
Communication during the reading process?
Keeping it civil
Discussion guidelines
Set guidelines for the committee.
Talk about the guidelines, offer examples.
Try them out and adjust as necessary.
Some tipsKeep it professional
Focus on the criteria
Listen
Listen
Listen
Respond with a reread, reconsideration
Ask for examples
Stay on point
What makes a
book “Good?”Advice from
Dr. ted hipple
The book beats others at the common games: vocabulary, character development, moral concern.
The book has classroom (or classroom library) usefulness.
The book reflects real life and has artistry in detail.
questions?
For your considera
tonOptions may vary
Is there a set process for your committee?
Has your committee chair established a process?
Will a process be determined by the committee?