[LM_NET] TAR: Demonstration lesson for interview - using "Strategies That Work" for 6th grade Nonfiction Texts comprehension

[Neha Dhruv <nehadhruv1@GMAIL.COM>]

Hi everyone!

I had a first and second interview this past week, and now they want me to
come in for a demonstration lesson.

This is what they asked me for:
__________
Thank you for coming to meet with us yesterday in regard to the library
position. The final phase of the interview process will include the teaching
of a demonstration lesson with a middle school classroom. The class contains
twenty-six students who are in 6th grade. They are currently using the six
reading strategies from "Strategies That Work" and focusing on comprehension
of non-fiction text. The theme for this quarter is Overcoming Obstacles. You
may choose to do a lesson based on theme or an activity around strategies to
understand non-fiction text.

Please bring a copy of your lesson plan and any other necessary materials
for your demonstration. The class will meet in the library on Thursday,
December 3rd at 8:50am. I can also send you a roster of the class list as
well before your lesson. Please let me know if you
have any questions. Thank you for your time and we look forward to seeing
you next week.
__________

I am not familiar with "Strategies That Work," but I have put it on hold! If
anyone has done something like this, please, please, please, email me with
any tips. I have not done a demo lesson before, and just the sheer
logistical stuff is tripping me up (I've never even seen the library, or
more of the school then the front office!). I've asked the ap some questions
about physical space, technology, and supplies needed, but the answer has
not come yet. Any help would be greatly appreciated!

Thanks so much! LM_Net rocks!
Neha Dhruv
Searching for a position...
Chicago, IL
nehadhruv1@gmail.com



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> Topics in this special issue:
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>  1. Anatomically Correct Hand Turkeys
>  2. Target: Book Title
>  3. Useful tip when using Wordle
>  4. HIT: Making a Case for YA Books
>
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> Date:    Tue, 24 Nov 2009 12:48:32 -0500
> From:    "maoldham@sunflower.com" <maoldham@SUNFLOWER.COM>
> Subject: Anatomically Correct Hand Turkeys
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> We are having fun at Lawrence High School, Lawrence, Kansas=2E  Science
> Teacher, Jo Huntsinger's anatomy students are making anatomically correct
> hand turkeys with glitter, feathers, maccoroni, etc=2E The library staff w=
> as
> invited to take pictures and share them with you=2E  I have been busy all =
> day
> taking pictures and making videoes=2E Have a Great Thanksgiving! Gobble!
> Gobble! To see go to:  http://library=2Elhs=2Eusd497=2Eorg/home=2Ehtml
>
> Martha Oldham, Librarian
> Lawrence High School
> Lawrence, Kansas 66046
> maoldham@sunflower=2Ecom
> moldham@usd497=2Eorg
>
>
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> Date:    Tue, 24 Nov 2009 13:22:27 -0500
> From:    Kimberly Darata <kdarata@KNOLOGY.NET>
> Subject: Target: Book Title
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> In the last year or so I read a relatively new title about a young girl
> who=
> se mother and stepfather get divorced. She and her mom move into a run
> down=
>  trailer on a street corner. There is a convenience store on the other
> corn=
> er=20
> where the girl goes and becomes friends with the owners. She sometimes
> visi=
> ts her grandfather. Mom is neglectful and rarely home. One day the trailer
> =
> starts on fire. The girl is taken into state custody and ends up living
> wit=
> h her=20
> step dad and his new family.
>
> For the life of me I can't remember the title of the book. Does any of
> this=
>  ring a bell to anyone?
>
> Thanks,
> Kimberly Darata
> Douglas School District
> Box Elder, SD 57719
> kdarata@knology.net
>
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> Date:    Tue, 24 Nov 2009 13:36:01 -0500
> From:    "maoldham@sunflower.com" <maoldham@SUNFLOWER.COM>
> Subject: Useful tip when using Wordle
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> Useful tip when using Wordle
> http://www=2Ejamiekeddie=2Ecom/602
>
> Martha Oldham, Librarian
> Lawrence High School
> Lawrence, Kansa
> maoldham@sunflower=2Ecom
>
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> Date:    Tue, 24 Nov 2009 13:48:42 -0500
> From:    Paula Myers <prmlibrarian@GMAIL.COM>
> Subject: HIT: Making a Case for YA Books
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> HIT: =A0Making a case for YA books
>
> Thanks so much for all the wonderful ideas and answers! =A0A special
> shout-out to the folks who attempted to reply to all of my questions,
> and to the woman who shared facts from various sources.
>
> But again, thanks to all...big-time! =A0Can=92t wait to put this info to
> th=
> e test=85
>
> Original post:
>
> I just started working in a school library that has very few YA books,
> and want to grow this part of the collection, but this has been met
> with some resistance. =A0I'm doing a reading survey (marketed to
> students) to get ideas of what our students like to read, but also
> want some of your input so I can defend my position (and possibly
> broaden my perspective as well).
>
> Suggestions, anecdotes, ideas, especially on the following
> questions/topics would be helpful:
>
> 1) WHAT DOES THE PROFESSIONAL LITERATURE SAY?
> Are there any articles, studies, or "top 10 reasons" that suggest the
> importance of YA literature for YAs?
>
> 2) READING FOR PLEASURE
> How important should reading for pleasure be in a high school library?
> What percentage of a school library collection should be devoted to
> fun reading (vs. academic/research reading)?
>
> 3) YA LIT INVESTMENT
> What percentage of one's budget (ideally) should go to YA books?
> Why should we in school libraries buy YA novels if the local public
> library provides them?
> If YA novels haven't circulated in the past, what are some possible
> reasons=
> ?
>
> 4) IS YA LIT GOOD FOR STUDENTS?
> If most of our students are considered to be "at a higher level," why
> would they read YA books?
> Should we encourage students to read YA books if they can read more
> high level literature?
>
> Some of these are not questions I personally have, but questions
> collages have suggested/implied, and I'd like to give good answers. =A0I
> had a lot of success with YA books in my previous position, but I've
> talked enough about the differences between that school and this one
> so that I can't really use that success to justify YA purchases here.
> Our library is heavily used for classes and free study blocks; with so
> much traffic, I imagine that YA lit could be a hit here. =A0Thanks!
>
> Paula Myers
> Librarian
> L-S Regional High School
> Sudbury, MA
> paula_myers@lsrhs.net
>
>
> RESPONSES:
>
> ...TO ALL QUESTIONS:
>
> I must admit, the idea of a high school library not having YA books
> seems really counter intuitive to me. =A0Like you, I've had a lot of
> success with them.
>
> 1) =A0I'm too tired tonight to search out professional literature or
> come up with hard data, so I'll address some of your other questions
> more anecdotally.
>
> 2) =A0IMHO, reading for pleasure in a high school library is extremely
> important. =A0They're still kids, so the library should still be helping
> instill the love of reading and the pleasure of going to the library
> that will follow them into their adult lives. =A0I can't give you a
> number for the percentage that should be devoted to "fun" reading, but
> in today's world of increased technology, I think that number is
> growing. =A0Much of the academic/research reading can be found online,
> and I'm spending less and less of my money on it.
>
> 3) =A0Not all kids have public library cards (although that also can be
> a valuable life skill to teach), but the reasons they don't are as
> varied as the kids. =A0Some have old fines that disallow them from
> renewing their cards and don't have the money to pay them off. =A0Some
> don't have transportation to the public library. =A0Some don't have
> time. =A0Being able to find the book they want in the same location that
> they spend 6 hours a day is valuable. =A0Perhaps YA hasn't circulated in
> the past due to the small collection and an apparent attitude among
> some faculty members and/or parents that it is frivolous. =A0With the
> extreme budget cuts going on, I haven't been able to keep my
> collection as "fresh" this year, and I've noticed a slight decline in
> circulation. =A0In the past, my avid readers could make requests, and I
> could fulfill them. =A0So heartbreaking to see their faces now when I
> have to tell them no. =A0If you get some money to update your YA books,
> that would be fantastic!
>
> Absolutely YA lit is "good" for students, regardless of their current
> reading abilities. =A0YA books (even fantasy ones) often address issues,
> feelings, situations that adolescents deal with, whether admitted or
> not by the adults in their lives. =A0It helps teenagers process their
> lives or live vicariously in other's lives. =A0The reading level is
> immaterial. =A0Good readers will fly through books that engage them,
> poor readers will increase their reading skills through practice.
> Here's a big eye opener for me when I started in a library 3 years ago
> that uses AR. =A0Most bestsellers, including the majority of adult books
> read by these students' parents and teachers, are written at a 4th or
> 5th grade reading level. =A0And frankly, there are a lot of good stories
> to be read in the YA world. =A0As a 51 year old grandmother, my attempt
> to stay on top of the books my students are reading is a pleasure for
> me as well.
>
> ______________________________________
>
> 1) WHAT DOES THE PROFESSIONAL LITERATURE SAY?
> Are there any articles, studies, or "top 10 reasons" that suggest the
> importance of YA literature for YAs? I looked in my YA textbook from a
> few years ago and found this paragraph "While young adult literature
> helps younger adolescents find themselves in books and begin to think
> critically about literature, older adolescents use young adult
> literature to help them explore social issues and examine their role
> in society. When adolescents perceive books, especially those in the
> traditional literary canon, as less relevant, they become disconnected
> and lose interest in reading. In contrast, many young adult novels
> 'possess themes that merit and reward examination and commentary' and
> appel to adolescents." (pg9) Young Adult Literature by Katherine
> Bucher and M. Lee Manning (2006).
>
> 2) READING FOR PLEASURE
> How important should reading for pleasure be in a high school library?
> =A0I think fostering reading for pleasure is very important. Many
> students who develop a love of reading now, will carry it on into
> adulthood. Readng is reading, whether you do it for fun or for class.
> Even when students are reading for pleasure they are still learning
> vocabulary, grammer structure, information, they are thinking and
> analyzing, and creating opinions and thoughts.
>
> What percentage of a school library collection should be devoted to
> funreading (vs. academic/research reading)? =A0This one I have no idea,
> but both have equal weight in my opinion. Your collection should
> definitely support your curriculum, but you also need to offer a wide
> variety of YA titles to cover the various reading tastes/reading
> levels/grade levels of your students.
>
> 3) YA LIT INVESTMENT
> What percentage of one's budget (ideally) should go to YA books? I
> don't have a percentage calculated that I spend on YA books, but
> fiction is a big chunk of my collection, and a good percentage of that
> is YA over adult literature.
>
> Why should we in school libraries buy YA novels if the local public
> library provides them? Not all students can access the public library,
> especially those that can't drive or don't have cars and are dependent
> on parents time/availabilty. Plus, public library budgets are just as
> streteched as ours, and they have the added burden of needing to
> resources for more than just a young adult population. While some have
> very good, diverse collections, others do not.
>
> If YA novels haven't circulated in the past, what are some possible
> reasons? Look at what your students want to read. Even when dealing
> with YA fiction what we like and what they like might sometimes
> differ. How are you marketing them to students. Do you have displays?
> Are you doing programs to promote your YA books? Do you talk up the
> books and "hand-sell" them to students? Do you offer web links to
> sites that review YA literature. How dated are the books? I find
> students tend to judge books by their covers. Even if the story is a
> classic YA novel and still a good read, if the cover is dated many
> times students will skip it.
>
> 4) IS YA LIT GOOD FOR STUDENTS?
> If most of our students are considered to be "at a higher level," why
> would they read YA books? Do we, as adults, always read books that are
> considered at a higher level or even "literature" for that matter? =A0I
> know I don't. So why should students Also YA literature has
> experienced a revival in recent years. There are some truly great
> books being published that, in terms of literary merit are equal to
> what is published for adults (and in some cases even greater! - case
> in point my current read of The Book Thief by Markus Zusak).
>
> Should we encourage students to read YA books if they can read more
> high level literature? Definitely! YA books are written for them. They
> are the intended audience. The experiences the characters go through
> in YA books are generally things our students can identify with,
> regardless of genre. We all like to see reflections of ourselves in
> the books we read. High level literature, while worthwhile reading,
> doesn't always provide that.
>
>
> ___________________________________________________________________________=
> _____
>
> GENERAL SUGGESTIONS, IDEAS, AND ANECDOTES RELATED TO MY QUESTIONS:
>
> I am doing the exact same thing in my own school library right now,
> and I say ... DO IT! =A0I have only been able to add about 35 YA books
> to the collection so far, but since I have done so, circulation has
> skyrocketed ... more of the YA books have been checked out than all
> the other books in the whole library. =A0The kids love it and flock to
> the section. =A0Above the section I post the YA bestseller list from the
> NY times every week and highlight the books from the list that we have
> in the library. =A0I also have a list of books that are similar to
> Twilight and Harry Potter that they might be interested in. =A0I'd
> really recommend that you spend a lot of time on the YALSA website,
> which you can get to from ALA.org -- they will have the answers to all
> of the questions you posted. =A0It is a field that is exploding --there
> are lots of books and scholarly articles about this right now.
>
> Also, it would be great if you could get some of the English teachers
> at your school on board. =A0It's helpful to me that one of the teachers
> here has an independent reading requirement, and makes the kids read
> three books of their own choice throughout the school year -- and the
> kids mostly come to my YA section to find those books. =A0Perhaps
> someone is doing that, or is interested in doing that, at your school.
> =A0It is really coming back into fashion in English classrooms again.
> ___________________________________________________________
>
>
> I'm assuming that the people you will have this discussion with have
> at least one advanced degree. =A0It might be interesting to survey them
> prior to your discussion & ask what they have read outside of work in
> the last year-6 months. =A0If I were a betting woman, I'd bet that few,
> if any of them, are reading material that is on a level "higher" (or
> even as high) than their education. =A0Why then should we expect that of
> our students?
>
> ______________________________________________________________
>
> YA covers a huge span - I work in a middle school and a lot of the
> books I have are YA books. Many of these books are super popular. But
> there are a lot of YA books that I don't feel that I could justify for
> my collection, they are just too mature. For example The Absolutely
> True Diary of a Part Time Indian. I love that book, but don't feel
> like I can put it on my shelves where sixth graders could be reading
> it. But it is perfect for HS. Look at many of the Michael Printz Award
> (YA Literature) winners - they are a notch above Newbery - some I can
> buy, some I can't. Adult literature, when you look at the reading
> level, is not necessarily higher-level than YA books. We use lexile
> reading levels in our school, and most adult books (ie. classics) are
> no higher in lexile than many of the YA books. Many of them are lower!
>
> _____________________________________________________________
>
> After assessing and evaluating our collection, I came to the
> conclusion that the previous librarian was more like a prescriptive
> dictionary -- our collection was heavy on "the classics" and "what you
> should be reading" according to decades-old reading lists. =A0YA lit was
> practically non-existent.
> I began buying YA books -- and couldn't keep them on the shelves. =A0I'm
> not kidding. =A0Students who had never set foot inside this library
> became regulars. =A0Kids who bragged about not having read a book since
> elementary school actually started reading again. =A0Our circulation
> numbers doubled.
> The only way to improve a student's reading ability is to have him or
> her read. =A0It's that simple. =A0And if they will read "Twilight" . . .
> and come back for the rest of the series, then seek out other series
> and authors . . . then so be it. =A0They are reading.
>
> ____________________________________________________________
>
> Personally, I believe that YA books get the kids in and get them
> reading. They have to want to read and to enjoy it before they can
> read the classics. My coulleague and I replaced a couple of media
> specialists who believed the media center should ONLY be used for
> research. We had the opening day fiction collection from 1979 on the
> shelves and that was it in fiction. My south rural Georgia Title One
> students weren't interested in Georgette Heyer, etc. We spent a lot of
> time and money collecting YA books. Over the past 3 years, our
> circulation is up over 400% and we made AYP for the first time EVER
> last year.
>
> ___________________________________________________________
>
>
> do you use follett's titlewave (titlewise) to order materials?
> if not, check it out!
> www.flr.follett.com
> you can export/import the library's electronic card catalog for a
> collection analysis
> a sales rep commented that we were fiction heavy, as nearly all high
> school libraries are
> it would provide an average date for each section of the library
>
> __________________________________________________________________
>
> Perhaps my definition of YA is more expansive than just books written
> specifically for the YA audience. =A0In defining "YA" books to staff and
> =A0administrators, I emphasize the age of the main character (s) being
> similar to the reader thus the students can better relate to the plot,
> =A0theme, & etc. =A0Consequently, this expands the category to include
> many =A0of the classics. =A0Could "Oliver Twist", "Huck Finn", Farrell's
> "Studs =A0Lonigan", =A0"Red Badge Of Courage", Chaim Potok's "My Name Is
> Asher =A0Lev", Swartout's "The Shootist", "True Grit", or "To Kill A
> Mockingbird" be considered YA? =A0If not, why not? Are the key "YA"
> characteristics just =A0writing style and shallow theme(s)? =A0I don't
> think so.
>
>
>
> ___________________________________________________________________________=
> _____
>
> RESEARCH OR REFERENCES TO RESEARCH ABOUT YA BOOKS' IMPORTANCE, ETC.:
>
> Less than one-third of 13-year-olds are daily readers, a 14 percent
> decline from 20 years earlier. Among 17-year-olds, the percentage of
> non-readers doubled over a 20-year period, from nine percent in 1984
> to 19 percent in 2004. 1
>
> While literacy skills are essential for young children, older children
> and teens need to maintain and expand upon those skills or they can
> find themselves falling behind. 5
>
> "Everybody pays attention to younger kids and their getting a chance
> to read," said Cathy Lichtman, young adult librarian for the Plymouth
> Public Library. "If people aren't paying attention to older kids, they
> don't develop reading skills much beyond the sixth-grade level." 5
>
> Getting teen -agers into the library is important, because it teaches
> them the lifelong habits of reading and of library usage. 5
>
> On average, Americans ages 15 to 24 spend almost two hours a day
> watching TV, and only seven minutes of their daily leisure time on
> reading. 2
>
> American 15-year-olds ranked fifteenth in average reading scores for
> 31 industrialized nations, behind Poland, Korea, France, and Canada,
> among others. 3
>
> Literary readers are more likely than non-readers to engage in
> positive civic and individual activities - such as volunteering,
> attending sports or cultural events, and exercising. 4
>
> Individuals demonstrating higher levels of literacy were more likely
> to be employed, work more weeks in a year, and earn higher wages than
> individuals demonstrating lower proficiencies. 6
>
> Works Cited
> 1. U.S. Department of Education, National Center for Education Statistics
> (=
> NCES)
> U.S. Department of Labor, Bureau of Labor Statistics, American Time
> Use Survey (2006)
> 2. Organisation for Economic Co-operation and Development, Learning
> for Tomorrow's World: First Results from PISA 2003
> 3. National Endowment for the Arts, The Arts and Civic Engagement:
> Involved in Arts, Involved in Life (2006)
> 4. Special to The Detroit News ; Amy Kuras. (2004, April 19).
> 5. Libraries reach out to teen-agers - Most use young adult advisory
> boards to get input on programs, materials to attract peers. Detroit
> News, The (MI) No Dot ed., 03C. Retrieved September, 10 2009 from
> NewsBank on-line database (America's Newspapers)
> 6. NAAL, National Assessment of Adult Literacy
> ___________________________________________________________
>
> A good book worth investing in is:
> Young Adult Literature: Exploration, Evaluation, and Appreciation. It
> goes into many aspects concerning YA literature.
> Author: Katherine Bucher, M. Lee Manning
> ____________________________________________________________
>
>
> Krashen, Stephen. =A0The Power of Reading. 2nd ed. =A0Libraries Unlimited,
> =
> 2004.
> a review of the research literature on "Free Voluntary Reading,"
> includes many studies about the value of "Free Voluntary Reading" for
> all ages, including teens
>
> Ross, Catherine Sheldrick, Lynne McKechnie, and Pauletter M.
> Rothbauer. =A0Reading Matters: What the Research Reveals about Reading,
>
> Libraries, and Communities. =A0Libraries Unlimited, 2006.
> especially Ch. 3 - Young Adults and Reading
>
> ____________________________________________________________
>
> Hartman, M., Jones, P., and Taylor, P. (2006). Connecting with
> reluctant teen reader: Tips, titles, and tools. New York: Neal-Schuman
> Publishers.
>
>
> Rai, B. Race and Young-Adult fiction. The ultimate teen book guide Ed.
> Daniel Hann, Theonie Flyan, and Susan Rueben. New York: Walker and
> company 2006, 2008. 374-375.
> and of course Book Crush, Book Lust, and More Book Lust for reasons to
> include Y.A. literature.
>
> _____________________________________________________________
>
> You may want to read some research by Kelley Gallagher. =A0He is an English
> teacher in California who insists that it is just as important for teens to
> be reading YA lit as it is for them to be reading the classics. =A0He
> requi=
> res
> his students to read what they must in class and a book for enjoyment.
> =A0F=
> or
> which he has various motivating assignments.
> ________________________________________________________
>
> Look for websites/articles on the philophophy of Nancy Atwell or Kelly
> Gallagher (sp?). There was also a NYTimes article circulating in the
> fall about improving reading skills by allowing students to read
> books/materials of their choice. I'm sure someone will send you that.
> Both Atwell & Gallagher have written great books and have a lot of
> wonderful resources available online as well.
>
> ____________________________________________________________
>
> Articles found via ebsco host database:
>
> Title: Early Adolescents' Reading Habits.
> Authors: Creel, Stacy L.
> Source: Young Adult Library Services; Summer2007, Vol. 5 Issue 4,
> p46-49, 4p, 4 graphs
> Abstract:
> The article presents surveys which focus on the early adolescents'
> reading habits in the U.S. In Marc Aronson's book of essays "Exploding
> the Myths: The Truth about Teenagers and Reading," he presents a
> collection of misconceptions about the reading habits of teenagers,
> including three of the most common, which are teens do not read at
> all, teens only read adult books, and teens do not have time to read.
> Details on the surveys conducted by the journal and St. John's
> University are also discussed in the article.
> ISSN: 1541-4302
> Persistent link to this record (Permalink):
>
> http://search.ebscohost.com/login.aspx?direct=3Dtrue&db=3Dtfh&an=3D25546117=
> 
>&site=3Dehost-live<http://search.ebscohost.com/login.aspx?direct=3Dtrue&db=3Dtfh&an=3D25546117=%0A&site=3Dehost-live>
>
> Title: =A0Do teenagers like to read? Yes!
> Authors: =A0Krashen, Stephen
> Source: Reading Today; Apr/May2001, Vol. 18 Issue 5, p16, 3/4p
> Abstract:
> Presents the results of surveys on the value of reading to adolescents
> and teenagers in the United States. Mellon poll reported in the
> `School Library Journal'; SmartGirl poll reported in October 1999 on
> the SmartGirl.com; READ California poll.
> Persistent link to this record (Perma link):
>
> http://search.ebscohost.com/login.aspx?direct=3Dtrue&db=3Dlfh&an=3D4383787&=
> 
>site=3Dehost-live<http://search.ebscohost.com/login.aspx?direct=3Dtrue&db=3Dlfh&an=3D4383787&=%0Asite=3Dehost-live>
>
>
> Title: =A0Schools need to enhance their literary collections.
> Authors: =A0Lovely, Gail
> Source: =A0Curriculum Administrator; Oct99, Vol. 35 Issue 10, p11, 2/5p
> Abstract:
> Reports that The International Reading Association has adopted
> resolutions regarding adolescent literacy, books and other materials
> for classrooms and school media centers. Details of the adolescent
> literacy resolution; Specifications of the quality and quantity of
> print materials available in classrooms, school library media centers
> and town libraries.
> ISSN: =A01082-5495
> Persistent link to this record ( Permalink):
>
> http://search.ebscohost.com/login.aspx?direct=3Dtrue&db=3Dtfh&an=3D2536194&=
> 
>site=3Dehost-live<http://search.ebscohost.com/login.aspx?direct=3Dtrue&db=3Dtfh&an=3D2536194&=%0Asite=3Dehost-live>
>
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