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=LLED 462 Assignment #2 - Developing a Love of Reading : The Strategies= Submitted by Valerie Spencer-Barron and Karen Dumas = I. Valerie Spencer-Barron’s Introduction and Background = **A. School Profile**

Mount Pearl Intermediate is located in the bustling community of Mount Pearl adjacent to the capital city of St. John’s, Newfoundland. Students range from Grades 5 to 9 with an English Stream, Early French Immersion 6-9 and Late French Immersion 7-9. Students come from 3 local feeder schools in the area. There are approximately 780 students with 59 teaching staff and other maintenance and custodial services.

The school population consists if predominantly white Caucasian children with only a few students of a multicultural background. A large portion of these families come from middle to lower income socioeconomic status with at least one parent working and less than 30 families are on Social Assistance. There are approximately 50-60 identified special services students and 6 Challenging Needs students with 6 special education teachers and specialists. Individual programs and strategies have been developed and the school supports inclusionary practices in the classroom. The library has purchased a variety of resources to meet the needs of these students and teachers have had some training in this area.

MPI promotes high academic standards and results frequently show that our students hold up well against the provincial standards in Criterion Referenced Tests. The staff closely examines data in CRT’s and other results of the students and make plans for improvement where deemed necessary.

Since there are reluctant readers in every class who need encouragement and others that require development of specific reading skills I will be focusing my strategies and promotion on the average student but keeping in mind ways to adapt the activities for the special needs student.

The elementary school (preschool - grade 6) under observation is situated in a rural community with a population of approximately six thousand. Historically a farming and agriculture community, it is the commercial centre for the area and a destination for recreation enthusiasts. The socio-economic background is middle-income with mostly both parents working and many people owning their own homes. English is the primary language. First Nations students comprise approximately thirty percent of the elementary school population and represent two local First Nations communities. Locally the school district operates two elementary schools and one junior-senior high school.
 * I . Karen Dumas – Introduction & Background**
 * __A. School Profile__**

The school district distributes an annual literacy plan which outlines d istrict literacy goals supporting community and school initiatives with a special focus on the development of family literacy. G uidelines for library, literacy, and information literacy program development are distributed. Targeted school funds for library collection development are allocated within the local school budget. Two school literacy goals are; to improve reading achievement and increase positive engagement with books. I would describe district action and policy as regards school libraries as reactive rather than proactive; school libraries work in isolation with few structures to create an integrated approach to library development within the district.

The school library provides reading and reference service for 260 students and 14 staff. Each class is assigned one library block per week within a .4 fixed library schedule, providing the classroom teacher with a prep block. Most teachers read aloud to their students. All primary teachers manage a Home Reading program and most intermediate classes participate in the Accelerated Reading (AR) program. Many of the staff are avid readers themselves, and several participate in book clubs. Book talk in the staff room is not uncommon. Public library event flyers are posted at the school and students regularly participate in the annual ‘Reading Link Challenge’ and the ‘Drop Everything and Read’ campaign sponsored by the British Columbia Teacher Librarians' Association (BCTLA). To support students' love of and habituation of reading requires the teacher librarian know which books kids love to read, know the library collection, be ready to make quick book recommendations, have ready reference tools to support these tasks, and have a skill set of teaching strategies to develop students' love of reading and the habit of reading. Within this context, the teacher librarian is an important advocate for literacy initiatives. She is a champion for literacy (Doiron, 2010).

Local Issues/Needs Approximately thirty percent of the students in our school are of Aboriginal decent. District initiatives to honour and support these students are provided by staffing one First Nations teacher and two First Nations support workers at the school. Culture and language classes are embedded in the school program. First Nations books are displayed prominently in the school library, and acquisition within this collection is ongoing. Student-written stories around First Nations topics are shared with elders and then displayed and circulated in the school library. This project is a list of strategies which I will use to promote a love of reading in our school library. [Karen Dumas]

**B. Valerie's Current personal Situation** At the present, I am a grade 5 classroom teacher and working on my Diploma in Teacher-Librarianship. I am hoping next year to secure a postition as a teacher-librarian and I will be focusing on literacy development in the curriculum. As of now I can use the strategies that I have planned in my own classroom and share these ideas with my colleagues. With the promotion of reading activities I will share this with the present teacher-librarian and she can use them if she wishes.I would be more than willing to help her impliment promotion ideas with the whole school. I feel that the role of teacher-Librarian is instrumental in promoting the love of reading and improving literacy skills in a school.

**__B. Karen’s Current Personal Situation__** This school year, due to declining enrolment and budget constraints I am no longer the school teacher librarian, but am teaching a primary class. For the previous two years I was the elementary school teacher librarian. It is my professional goal to return to the library as teacher librarian.

My areas of strength are; Canadian authors and illustrators; research project development; graphic novels; reference service, and enthusiasm for reading. My profession goals are to increase local awareness (staff, principal, and district) of the school library program and to increase collaboration and program development with classroom teachers

**C. Organization of Strategies** __Love of Reading__ __#1. D.E.A.R. Drop Everything and Read [VSB]__ __#2. Book Switch [VSB]__ __ #3. Scavenger Hunt in the Library [VSB] __ __ #4. Series Reading – Student Promotion [KD] __ __ #5. Canadian Author of the Month – Student Promotion [KD] __ __ #6. Canadian Authors & Illustrators – Staff Promotion [KD]Reading Strategies __ __ #7. Question-Answer Text Structure - Reading Comprehension [VSB] __ __ #8. Strategic Running for Information - Reading Comprehension [VSB] Nonfiction Reading__ __ #9. Topic Tubs – Nonfiction Student Promotion [KD] Local Reading Initiatives__ __ #10. First Nations Books and Art Integration – Teacher and Student promotion [KD] __

**II. Research Base - Developing a Love of Reading by Valerie and Karen** Canadian children who have access to a school library with an expansive book collection, developed and maintained by a teacher librarian, are much more likely to develop a love of reading and achieve greater reading success. (Asselin, 2006). "Recent international literature reviews and large-scale studies have confirmed the role of school libraries in teaching and learning, specifically related to academic and reading achievement and the fostering of pleasure in reading and learning" (Asselin, 2005 ). Ken Haycock also affirms the role of ready access to books and skilled librarians. He states, "The positive correlation among teacher librarians, libraries, and reading - the ability read, motivation to read, quality read, results on reading assessments - has been true across grade levels, socioeconomic class, urban, rural areas, and across several decades." (Haycock, 2003). Teacher librarians working collaboratively with classroom teachers can develop literacy programs which engage and encourage students to love reading.

The school library program animates local and Canadian culture by developing exemplary collections of books by Canadian authors and illustrators and book collections reflecting local cultures. Teacher librarians employ numerous strategies to motivate children to read, and to help them become more skillful readers. In these ways teachers and teacher librarians are champions for literacy (Doiron, 2010). The school library program supports community, family, and student literacy goals to varying degrees. The teacher librarian, in consultation with the principal and classroom teachers can effect positive change in the lives of students through the careful selection of library resources and the implementation of literacy strategies. Teacher librarians demonstrate educational leadership by “being knowledgeable of current learning and teaching strategies” (CASL, 2007). School libraries have a prominent role to play in the literacy equation.

Along with promotion of the love of reading the teacher librarian's job also involves information literacy skill development. Being literate used to mean simply being able to read and write. 21st century learners need to be able to comprehend what they are reading, be able to evaluate, analyze and use what they have learned in order to synthesize and create. In libraries the majority of students are reading fiction and the TL usually promotes this area of her collection, but what are students reading in the curriculum- nonfiction! Students have not been generally taught comprehension strategies and often have problems reading informational texts. (Richgels, McGee & Slaton, 1989). Vacca and Vacca note that “nonfiction trade books have, in recent years, moved from the shadows into the spotlight of literary excellence.” (Vacca & Vacca, 2005). Students read all sorts of informational books at home but the question is do they understand what they are reading? Are classroom teachers and the TLs teaching students how to read for understanding?


 * __III. LOVE OF READING STRATEGIES__**

**#1. D.E.A.R.- Drop Everything And Read [VSB]**

(a)Short description: This is a very common strategy to promote the love of reading. Many schools do this activity every day, but that depends on the focus of your school and literacy development. This activity is meant for primary and elementary schools but could certainly be used with junior high and high school; however the older students haven’t got the same enthusiasm. The goal of DEAR is to encourage reading. Teachers, students and all other personnel get to read for their own purposes and for pleasure. There isn’t any prior knowledge needed and I would recommend that the whole school read for at least 15 minutes.

(b) Step-by-Step description: First of all the TL will need to talk to the administration and explain this idea. A handout can be distributed to the staff to make them aware of DEAR and the importance of this event. A notice can be put in the school newsletter to inform parents of this, so they can talk to their children about it.

To introduce this strategy the TL will need to go on the P.A. system and explain the activity to the school. It really needs to be done in front of the whole school to be effective and it becomes exciting when the administration is on board.

The TL will explain that starting today, when they hear the sleigh bells, the whole school will stop what they are doing and read for 10 minutes. It doesn’t matter what they read, whether it’s a magazine, comic, novel, dictionary or computer screen. They must read silently to themselves during this time until they hear the sleigh bells again. So students will need to carry something to read at all times. It could even be during recess or lunchtime.

DEAR can be done every day or spread throughout the year. If you start with 10 minutes then add one minute to the time each day till you reach 25 minutes.

Throughout this time the TL can go around and take pictures of students and teachers reading. A bulletin board of photos can be displayed for all to see or pictures can be uploaded onto the school’s website. These photos should change regularly in order to get as many of the students’ faces up there.

In addition, book marks can be distributed to classes who are the most enthusiastic. If you want a little competition going, then award tickets to certain cooperating classes with a draw at the end. The classes who are less than excited will surely get on board when there are prizes involved. The prize doesn’t have to be anything expensive or the TL could give the winning class a period in the library to do silent reading. It is important to get on the P.A. system every day, be encouraging and electrifying!

At the end, congratulate the students and staff for their effort and cooperation. Maybe individual classes might decide to do their own sustained silent reading of their own.

(c) Alternate activity: DEAL- Drop Everything And Listen.

When the sleigh bells ring students will sit quietly and someone on the P.A. reads a chapter from a book. This could be the administrator, teacher, a student, cleaning staff, parent, politician, author or just someone from the community. Classes resume after the second ringing of the sleigh bells. The students have to guess who is reading the segment and what the book is. Classes could send in entries and do a draw at the end for prizes. Another way to do this without competition is simply by having a chapter of a book read daily till the whole book is read. Another variation Students might like to write books and read them to the school. This is something like a read-aloud, but with the whole school listening.

(d) Caution: - Make sure that there aren’t any tests going on before ringing the bells. - It doesn’t work as well if some classes do not participate. - During DEAL make sure the speakers have practiced reading on the P.A. system and have loud clear voices. -For students with hearing difficulties you can have the speaker record their voice during the DEAL and they can listen later with headphones.

**#2.Book Switch [VSB]**

(a) Short description: The goal of this activity is to give students an opportunity to read print material that they might never pick up. Students get a chance to read different genres at different levels, share their feelings and possibly make plans to trade books at a later date. This is an individual class activity, although some classes might want to get together and try it. There is no special teaching experience necessary. It can be done in about 20 minutes or extended longer depending on the time constraints. Basically students silently read print material for a period of time and switch with another student. The switching continues till it is time to stop.

(b) Step-by-Step description: Book Switch One This first type of book switch is just for fun in 10 minutes. In the classroom tell students to take out a book, magazine or whatever they are reading. When the teacher says “Go!” the students must silently read their book for 3 minutes. When the teacher says” Switch!” the students must pass their book to a person on the left and take a book from person on the right. Then the teacher says “Go!” again and students read for another 3 minutes until she says “Switch!” where students do the same as before. This continues once more. Students might like to write down any of the titles that interest them. Book Switch Two This next book switch is a bit more structured. The teacher will go around the room and collect all the books that students are reading in the class. Then the teacher will pass out different books to the students. Here the teacher can make sure that students with learning disabilities don’t get a book that is too difficult. The teacher calls out “Go!” and the students read for 5 minutes. Once this time is up, they must record the title of the book and write a brief comment about the book on a student handout sheet. Then the teacher will collect the books again and randomly pass out the books for the next book switch keeping the students’ reading levels in mind. This book switching activity can continue for 3 or more times. At the end the students should pick one book they would like to read and tell why. This can be recorded on their handout sheet. Students can get together and discuss their favourite books. Students really love this activity and will ask when they can do it again.

Book Switch Three In this next switch the teacher or TL picks the particular books for the event and the groupings. She will choose different types print materials such as of fiction, informational, magazines, encyclopedias. Or she can choose all the books with one theme in mind. The students will be grouped according to their reading level and the books will be appropriate for that group. Each group will sit in a circle and switch left, right and across and continue till the teacher says “Stop!” Students will need to record the title of the book and write about something they learned. As a follow up the group can make posters advertizing the books they have been reading.

(c) Follow up ideas: The teacher could create a blog and instead of students writing their thoughts on paper they could write about their favourite books on the class blog.

(d) Warnings: There may be some students who can’t read and the teacher will have to read to them or a classmate could help out. Writing comments for students with writing difficulties need only be brief or instead they could draw a picture to relay their feelings. Adjustments can be made for students with learning disabilities however some students will pretend to read and just enjoy getting the chance to view other texts and be involved in a fun activity.

**__ #3.Scavenger Hunt [VSB] __**

(a)Short Description

The goal of this strategy is to get students familiar with the layout of the library, the Dewey Decimal system and introduce them to a variety of books. The audience is upper primary and elementary students; however it can be adapted to lower primary or junior high as well. The teacher needs to be familiar with the Dewey Decimal system and how the books are catalogued. This takes two periods to complete; one in the computer lab and the other in the library. I created this activity from ideas I heard from other teachers and I found the internet site on the Dewey Decimal system from thinkquest.org.

(b) Step-by-Step description

Introduction to Dewey: To start off bring the class of students to the computer lab and have them login. Provide this site called “Do we Really Know Dewey?” []. Students can work individually to learn about fiction, non-fiction books and call numbers then complete the quiz and challenges on this site. It may be necessary to read the text to students with reading difficulties or pairing them with other classmates would work. For younger students the teacher can bring this site up on the Smart board and read through it with them. The teacher can decide how much detail they want students to learn. Once they have explored this site, they should be somewhat familiar with the Dewey decimal system.

Scavenger Hunt: This activity can be completed individually or in pairs, students will have to find the title and the call number for the books listed. In fiction section the students will be given the author’s name and they must find a title and call number. In the non-fiction section they will be assigned a particular topic and they must also find a title and call number. When the students are finished filling out the sheet, then they can see the teacher to see if they have the correct answers. Prizes can be awarded for the first 3 correct scavenger hunts. To create further interest, the class can get together at the end and discuss some of the titles they found.

**Scavenger Hunt** name(s)_

Fiction Section


 * Author || Title || Call Number ||
 * 1.Robert Munch ||  ||   ||
 * 2.Barbara Reid ||  ||   ||
 * 3.Roland Dahl ||  ||   ||
 * 4.J.K.Rowling ||  ||   ||
 * 5.R.L. Stein ||  ||   ||

Non-Fiction Section


 * Topic || Title || Call Number ||
 * 6.Weather ||  ||   ||
 * 7.Drawing ||  ||   ||
 * 8.French language ||  ||   ||
 * 9.World History ||  ||   ||
 * 10.Farming ||  ||   ||

Total correct_ __/10__

__ Which of these books would interest you? __

(c) Adaptations This can be adapted for any age level. Basically, change the authors or the topics. For older students you could give them the call numbers and the students will have to find the titles. More mature students can help make up the scavenger hunts, or even help the younger ones find the books. Also, for younger students you could put a special picture inside of the book so they know they have found the correct answer. For example, put a picture of Waldo, from //Where’s Waldo?// by Martin Hanford inside the book with a number on the back. The student simply writes down then number instead of the title and the call number.

(d) Caution: Students will have to be reminded of rules of the library. Since it is a race, they will probably run and shout when they find an answer. Also, you may want to mix up the order of authors and topics on the sheet so students are not in the same place at the same time.

Strategy #4 : Series Reading - Student promotion [KD}

A. Description/Goal : To promote Canadian fiction for student reading and enjoyment. To increase the number of Canadian authors and illustrators known to students and to increase circulation from this micro collection. To create visual cues for locating books written and illustrated by Canadian authors and illustrators. To enable a book culture for Canadian authors and illustrators within the school community.
 * Strategy #5. Canadian Author of the Month – Student promotion [KD]**

Audience : Students grades K-3 [Easy Fiction]

Materials : Canadian flag spine labels, book display of one Canadian author per month (10/year), bulletin board display area, poster display with large name and picture of the author, published book list, featured book display, map of Canada, red push pins, printout of information about the author in large font size, Web link to all featured authors’ Web sites on school library Web page.

Time-frame : Author introduction once a month discussion – 15 minutes Further multimedia tools – once a month - 30 minutes

Prior knowledge : search Canadian Children’s Book Centre ‘Authors & Illustrators’ link to gather information about the author/illustrator. Search individual author’s Web site for further information. [] (Linda Bailey)

Strategy/Lesson plan : Karen Dumas

B. Implementing the Strategy : Canadian Author – Linda Bailey Create a bright and colourful author information poster ( picture, name, home, book list, interesting personal information, hobbies, ideas and reflections about writing, funny facts) to accompany the school library book collection display of the author’s published books. Booktalk one or two of the books and show several excellent samples of the illustrations. “Linda Bailey writes some great books about a funny dog names Stanley. Here are her books about Stanley. I knew that you would like them because who wouldn’t love a dog who likes to dance, have parties, ride a skateboard, ride in a boat, and enter a beauty contest. Stanley does all these things.” Select one short reading from //Stanley’s Wild Ride// to read aloud. Use a strong engaging voice and make eye contact with the student audience. Show all of the book covers and ask students to make predictions about what the books might be about.

“Linda Bailey lives in Vancouver, British Columbia. This map of Canada shows us where she lives, and we can mark it with a small Canadian flag. We place the same flag on the spine of the book to show that it was written by a Canadian author. You will find them on many books in our library. You will find Linda’s books on this shelf all month, and after that you will find them with other ‘B’ books on the book shelf. Linda is a wonderful writer and I know you will have fun reading her books.”

C. Extensions : Introduce other book titles, introduce author’s Web site; create bookmarks with Web site address for personal searching and viewing; purchase ‘Stanley’ stuffie for library use; write to Linda Bailey with children and ask questions about writing and her book characters; demonstrate browsing the author’s Web site; view multimedia about author. This program could easily be extended to include [F] books for intermediate classes.


 * Strategy #6. Canadian Authors & Illustrators – Staff promotion [KD]**

A. Description/Goal - To promote Canadian fiction for staff reading, teaching, and enjoyment. To increase the number of Canadian authors and illustrators known to staff and to promote circulation from these micro collection. To create visual cues for locating books written and illustrated by Canadian authors and illustrators. To enable a book culture for Canadian authors and illustrators within the school community. To plan, with staff, one author visit each year.

Audience – Elementary staff K-6; Easy Fiction [E] and Fiction [F[

Materials – Canadian flag spine labels, small Canadian flag on stand, book display of one Canadian author [E] + [F] per month (20/year), bulletin board display area, poster display with large name and picture of the author, published book list, featured book display, bookmarks with Web link to both featured authors’ Web sites, be ready to demonstrate author link on school library Web page, school calendar to plan author visit

Time-frame – One author presentation at monthly staff meeting (20/year) – 10 minutes

Prior knowledge – Search books and Web sites to gather information – teacher reference

Canadian Children’s Book Centre ‘Authors & Illustrators’ link []

Chidlren’s Literature Service : Library aand Archives Canada []

CANSCAIP Canadian Society of Children’s Authors, Illustrators and Performers []

Scholastic Canada []

University of Victoria : Libraries – Special Collections / Children []

//Meet Canadian Authors and Illustrators: 60 Creators of Children's Books. Revised Edition// / by Allison Gertridge (2002), Scholastic Canada : Markham : ON. Grades 3 +

//Canadian Children's Books: A Critical Guide to Authors and Illustrators// / by Raymond E. Jones (2000), Oxford University Press.

//Picturing Canada: A History of Canadian Children's Illustrated Books and Publishing// / by Gail Edwards and Judith Saltman (2010), University of  Toronto Press, Toronto : ON.

Strategy/ Lesson Plan : Karen Dumas

Implementing the Strategy : Canadian authors Tim Wynne-Jones, and Julie Lawson Have small book display, bookmarks with Web sites, and teacher reference books ready. “Our school library is developing a bigger collection of Canadian authors and illustrators. By sharing some information about them, every staff meeting, I hope you will be able to join me in a promotion of Canadian authors and illustrators in your own personal reading and in your class teaching. Canada is rich in it’s literary tradition and we are becoming known as a country of writers, book artists, and readers. Kids in Canada will usually meet these men and women in their books signed out from their school library. We have made the task of finding these wonderful books easier, by adding a Canadian flag spine label for quick shelf searching, and I have prepared a poster with an alphabetical list of names, as well as a list linked on the school library Web site. Have fun read some great books and help your students develop pride in their national writers and book artists. It might also be an inspiration for their own writing.

Author, Tim Wynne-Jones, who was born outside Canada but now lives in Ontario, writes wonderful books about a cat named ZOOM; ZOOM, ZOOM At Sea, and ZOOM Adrift, This cat travels the world, communicates with humans, and has some very mysterious friends. The pencil drawings in these books, created by Eric Bellows, are finely detailed and could easily spark an interest in pencil drawing, or be used as a motivator for a class drawing activity. Great fun, even if you are not a ‘cat lover’.

Writer, Julie Lawson, who lives in Victoria, BC. has written 17 books, both picture books and novels. She is best known for her novel //White Jade Tiger// and her picture book, //Whatever You Do, Don’t go Near That Canoe//, and //Klondike Cat.// Julie Lawson usually has an element of history in her stories, so this might connect easily to your social studies themes.

While getting to know these authors you may want to assign an author or illustrator study. A list of these names are linked on the school library Web page where you can find author information, book lists, writing activities, and video interviews and demonstrations. Have fun. If I can help or if you would like to collaborate on a project please let me know. Thank you.”

__**READING STRATEGIES**__


 * Strategy # 7 : Question-Answer Text Structure - Reading Comprehension with Informational Texts [VSB]**

(a) Short Description: The goal of this strategy is to develop comprehension of informational texts. The audience that this aims at is the elementary level, but it can be adapted to use with primary and lower junior high. The materials needed are strips of paper, a glass jar and space on the wall or bulletin board with the headings True, False, and Don’t know. You will also need the student textbook on a particular theme, for example Newfoundland and Labrador Grade 5 curriculum - Drugs in the textbook “Health Canada 2” and the appropriate curriculum guide. The teacher needs to know the material in question that the students will be reading before the activity starts. This activity will take a bit of preparation but no special experience is necessary. This lesson could last one period or the whole chapter depending on how much material you want to cover. I adapted this strategy from Literacy Library and Learning, chapter 6, page 59.

(b)Step –By-Step Description Before: The teacher will write true and false statements about drugs on small strips of paper. For example, “Drugs are bad.” Make sure that there are enough strips for every student, they should easily fit into the jar and are printed neatly or typed. When students come to class, ask them to take a strip of paper out of the jar. Tell them to think about the statement and decide on their own if it is true or false. Next have each child read their statement aloud to the class. If there are students who can not read, then have another student assist them or the teacher can read it for them. After the children read each statement then the class can decide if it is true, false or don’t know and the student puts that strip under the correct category on the wall. These statements can be written on large sentence strips and posted on the wall for easier viewing. The “Don’t know” category would generate some discussion and students would want to find out if these ideas were true or not. During Reading: The teacher will read the material on Drugs from the textbook. While reading the teacher will pause to give students a change to think about the strips of paper on the bulletin board. Or the students will read individually or in small groups from the chapter and make notes about the statements. For those who struggle with reading then pair them up with a strong reader. After Reading: <span style="color: black; font-family: Arial,sans-serif; margin: 0cm 0cm 10pt;">From the activity on the wall the class will review the statements and categories. Together the class will verify what page proves that the statement is true or false. Students will enjoy coming up and moving around the strips of paper. Then have the child’s name written by the statement that they verified in order to prove ownership. Now the class will have a list of true statements about Drugs.

<span style="color: black; font-family: Arial,sans-serif; margin: 0cm 0cm 10pt;">(c)Extension: <span style="color: black; font-family: Arial,sans-serif; margin: 0cm 0cm 10pt;">As a follow up students can each take a statement about drugs and draw a picture and the class can put together a collaborative book. This book could be displayed in the classroom. Or each child could make a page for a class power point presentation. This presentation then could be linked to the school’s website for sharing. <span style="color: black; font-family: Arial,sans-serif; margin: 0cm 0cm 10pt;">Note: this strategy is very useful in getting students thinking about drugs and keeping them focused during reading. When students have a purpose, it motivates and guides their thinking. In this lesson they have done reading, writing, thinking, speaking and creating. This helps internalize the learning process and comprehension is improved.


 * <span style="color: black; font-family: Arial,sans-serif; margin: 0cm 0cm 10pt;">Strategy #8. -<span style="color: black; font-family: Arial,sans-serif; margin: 0cm 0cm 10pt;"> Strategic Running for Information - Reading Comprehension With Informational Texts [VSB] **

<span style="color: black; font-family: Arial,sans-serif; margin: 0cm 0cm 10pt;">(a) Short Description : This strategy <span style="color: black; font-family: 'Arial','sans-serif';">strengthens students’ ability to read for information by developing reading comprehension of informational texts. It can be used with elementary, junior high and high school students. This activity can be used with any topic, but for the purposes of this assignment I will be using examples from the Grade 5 Social Studies curriculum - topic archaeology. The teacher should be familiar with the topic beforehand but will need no special skills. This lesson could simply take one period or could last for several days. The materials needed are the textbook or informational text being used, paper, pencil, chart paper and markers. I have adapted this lesson from this Web site on Content Area Literacy <span style="font-family: 'Arial','sans-serif';">[|http://www.literacy.uconn.edu/contlit.htm. There] <span style="color: black; font-family: 'Arial','sans-serif';"> will be three parts Pre-reading, Guided reading and Post Reading activities.

<span style="color: black; font-family: Arial,sans-serif; margin: 0cm 0cm 10pt;">(b) Step-By-Step Description <span style="color: black; font-family: Arial,sans-serif; margin: 0cm 0cm 10pt;">Pre-Reading : Before starting to read the text on archaeology students will be arranged in groups of four and given chart paper and markers. They will use the Frayer Model to activate prior knowledge, develop vocabulary, establish a purpose and generate questions. In the Fayer Model the paper will be labelled at the top with archaeology. Then the rest of the page is divided up into 4 parts. The students must write or draw something about the topic in each quadrant. One part will be examples, the next is non-examples, the last two will be characteristics and definition. The teacher will walk around helping students write or spell if needed and observe what they are doing. There is no wrong answer, this is just like brainstorming. Once the groups are finished then there will be a sharing session and the teacher will summarize their ideas into one large Frayer Model and put it up on the wall. Guided Reading: <span style="color: black; font-family: 'Arial','sans-serif';">Once this activity is completed the students will want to read the text in order to see if their preconceived ideas were correct. The teacher will now begin reading aloud the section on archaeology form the book. With more mature students they can be assigned the reading individually or in small groups. While she reads she can use a Think Aloud strategy in the classroom. This is basically verbalizing your thoughts out loud to the class while you are reading. At the same time students need to be focused. The teacher can stop to look at the Frayer Model and students can help cross off ideas that are incorrect and circle the ones that are correct, or even add new ideas. Students will also fill out a graphic organizer <span style="font-family: 'Arial','sans-serif';">[] <span style="color: black; font-family: 'Arial','sans-serif';"> in order to keep their ideas organized and this will also be useful for follow up activities. Post Reading : For the material to be internalized students will now need to use what they have learned about archaeology. There is any number of ways to reflect on what they have read. One way is to use the Question-Answer Relationship (QAR) strategy (Raphael 1982, 1986). Some of the questions will require students to look back directly to the text to find the answers and some questions will require students to use prior knowledge.

<span style="color: black; font-family: Arial,sans-serif; margin: 0cm 0cm 10pt;">Two questions: 1.The answers will be taken exactly word for word from the text. <span style="color: black; font-family: Arial,sans-serif; margin: 0cm 0cm 10pt;">2. The answers need to be thought about and they will have to search through the whole text to find the information that applies.

<span style="color: black; font-family: Arial,sans-serif; margin: 0cm 0cm 10pt;">Two questions: 1.The answers are not found in the text but students will still have to understand the text in order to complete. <span style="color: black; font-family: Arial,sans-serif; margin: 0cm 0cm 10pt;">2. The answers to these types of questions are not found in the text but found within the student based on their own background knowledge. <span style="color: black; font-family: Arial,sans-serif; margin: 0cm 0cm 10pt;">For example: 1. What tools are used by archaeologists? <span style="color: black; font-family: Arial,sans-serif; margin: 0cm 0cm 10pt;">2. Why were those tools used for digging? <span style="color: black; font-family: Arial,sans-serif; margin: 0cm 0cm 10pt;">3. What advice would you give to someone thinking about starting a career in archaeology? <span style="color: black; font-family: Arial,sans-serif; margin: 0cm 0cm 10pt;">4. Describe a time when you had to dig up something.

<span style="color: black; font-family: Arial,sans-serif; margin: 0cm 0cm 10pt;">(c) Extension : For a follow up activity the students could write a journal entry explaining what would happen if we didn’t have archaeologists. Or in other words explain the importance of archaeologists in our world. Students could share ideas with others in class.

Strategy #9. - Topic Tubs – Nonfiction - Student promotion [KD]
 * __NONFICTION READING__**

Strategy # 10. - First Nations Books and Art Integration – Teacher and Student promotion [KD]
 * __LOCAL READING INITIATIVE__ **

__**V. SUMMARY REFLECTION**__ <span style="color: black; font-family: 'Arial','sans-serif'; margin: 0cm 0cm 10pt;">From doing this assignment I have learned a great deal. I have been a classroom teacher for 16 years and over the last while I have left reading promotion up to the TL and not focused on it in my classroom. While I did have silent reading time every day I didn’t realize how important independent reading was. Also, from reading the articles and doing research I have learned the value of reading fiction and non-fiction aloud to my class. I have learned some strategies to make it a more effective activity and I will be doing this more often with a bit more enthusiasm. <span style="color: black; font-family: 'Arial','sans-serif'; margin: 0cm 0cm 10pt;">In addition, I have learned some new strategies for developing reading comprehension. I now understand the value of doing before, during and after activities. Furthermore, just finding and sharing new ideas with my partner has been an excellent experience. <span style="color: black; font-family: 'Arial','sans-serif'; margin: 0cm 0cm 10pt;">The process of putting this together has been the most challenging for me. Simply writing up the strategies in easy to follow steps, in my own words, is something I have not done in quite some time. I had to think of ways to accommodate students with learning disabilities and ways to make the activity more interesting. I am looking forward to learning some more ideas on how to promote the love of reading from my partner and others in the discussion posts. Additionally, I plan on sharing these ideas with the members of the staff next year. [VSB]
 * __VI. REFERENCES__**

Asselin, M. (2006). //Achieving information literacy//. Ottawa: Canadian School Library Association.

CASL (2007) //The Role of the Teacher-Librarian : A Checklist for the Future//. Ottawa: Canadian Association of School Libraries.

//<span style="color: black; font-family: 'Arial','sans-serif';">“Do We”really Know Dewey? //<span style="color: black; font-family: 'Arial','sans-serif';"> (n.d.) Retrieved February 8, 2011 from []

<span style="color: #333333; font-family: 'times new roman'; font-size: 12px; letter-spacing: 2px; line-height: normal;">Dorion, R. (2010). //Literacy libraries and learning//. Pembroke Pub Ltd.

<span style="color: black; font-family: 'Arial','sans-serif'; margin: 0cm 0cm 10pt;">Hart, Melissa (2005). //101 Ways to Love a Book//, Westminster, CA: Teacher Created Resources Inc.

<span style="color: black; font-family: 'Arial','sans-serif'; margin: 0cm 0cm 10pt;">Haycock, K. (2003). //The crisis in Canadian School Libraries: a case for reform and reinvestment.// Toronto: Association of Canadian Publishers and department of Canadian Heritage

<span style="color: black; font-family: 'Arial','sans-serif'; margin: 0cm 0cm 10pt;">Richgels, E.S., McGee, J.M., & Stalton, E,A.(1989). Teaching expository text structure in reading and writing. I.K.D.Muth (Ed), //Children’s comprehension of text// (pp. 167-184). Newark, DE: International Reading Association.

//Shared learnings : integrating bc aboriginal content k-10//. (2006). Aboriginal Education Enhancements Branch, British Columbia Ministry of Education.

//<span style="color: black; font-family: 'Arial','sans-serif';">The Literacy Web at the University of Connecticut. //<span style="color: black; font-family: 'Arial','sans-serif';"> (May, 2007).Retrieved February 1, 2011 from []

<span style="color: black; font-family: 'Arial','sans-serif'; margin: 0cm 0cm 10pt;">Vacca,R.T. & Vacca, J.L. (2005). Learning with trade books. In //Content area reading: literacy and learning across the curriculum.// New York: Pearson Education

<span style="color: black; font-family: 'Arial','sans-serif'; margin: 0cm 0cm 10pt;">Vacca, R.T., Vacca J.L.,& Mraz, M. (2011) //Content Area Reading: literacy and learning across the curriculum//. Boston: Allyn & Bacon

__**VII. STATEMENT OF AUTHORSHIP**__ All the work in this assignment is mine unless otherwise stated. Valerie Spencer-Barron