WELCOME DAY 13

ITS A BOOK

CHECKLIST FOR SATURDAY, APRIL 28

Due Saturday: April 28 

1. Please view Heidi’s presentation 
2. Please provided feedback on Heidi’s presentation 
3. Please have your Bluford novel read 
4. Please have the portions of Ch 8 read 
5. Please create a “visual image” of your assigned character from Monster and posted on your literature circle blog – DAY 12 BLOG 
6. Please comment on the members of your groups “visual image” 
7. Post a contemporary realistic fiction book for your unit plan 

CHECKLIST FOR MAY 5

Due Saturday, May 5

1. We will meet on campus 
2. 8:30-9:00 Registration/sign-in/coffee/tea 
3. 9:00-2:30 Conference 
4. 2:30-3:00 Meet for last class meeting/house keeping items 
5. Please make sure that you have read all comments made by the people in your literature groups and provide feedback 
6. Take a peek at everyone’s Unit Plan Blogs 
7. Unit Plan (Hard copy or D2L Drop Box) 

Learning Styles Inventory

At our last face-to-face (April 14th) meeting we talked about trying to meet the different learning styles in our classrooms in relation to children's literature and online versus face-to-face literature and online versus face-to-face literature circles. I have found a free online Multiple Intelligence Inventory online that is offered free by the Learning Disabilities Resource Community. This inventory is free and is based on Gardner's work on multiple intelligence's. Please take the inventory to see your most preferred learning style. Depending upon your connection speed, the inventory should take 10-15 minutes and may provide some interesting insights. Maybe you could use this in your teaching. Please click on the link below to locate the site.

CLICK HERE!

Teaching Critical Reading Strategies using Contemporary Realistic Fiction

Please watch the video below

Literature Group #1: Tony Cadott, Greta Kesselring, Jennifer Kieren, and Jori Healy

In the "post comment" section below, please respond to one question from each section: "perspective", "positioning" and "power".   

"Perspective" questions 

1) Who could have created this text? 

2) Who did the author/illustrator think s/he was making this text for? 

3) What kinds of readers might think the same way? 

4) What kinds of readers might think something different? 

5) What other ways of thinking are not a part of this text? 

Choose one question from the "perspective" questions. 

"Positioning" questions 

1) What kinds of people/lives/experiences/beliefs are in the center of this book? 

2) What kinds of readers might feel like "insiders" reading this book? 

3) What kinds of readers might feel like "outsiders" reading this book? 

4) How does this book position me as a reader--as an insider, outsider, both or neither? 

Choose one question from the "positions" questions. 

"Power" questions 

1) How is the author/illustrator using her/his power in this book? 

2) Does the author/illustrator use his/her power to repeat things that already happen a lot in books? 

3) Does the author/illustrator use his/her power to show how important things are that don't happen a lot in books? 

4) What kinds of people/lives/experiences get attention from the way the author/illustrator used his or her power? 

5) What kinds of people/lives/experiences don't get attention from the way the author/illustrator used his or her power? 

Choose one question from the "power" questions.