Katherine R-green text Katherine B - blue text Marie - red text
Please describe in detail how you plan to present your book/s to the class. Be sure to answer the following in your response:
1) How much time do you need for your presentation?
30 minutes See the timeline I added after this outline and tell me what you think
2) What resources will you share? How will you share these resources?
The Fluent Reader
A brief overview of the text including summary, purpose and audience
a book critique includes strengths and weaknesses
discussion of an explicit connection that each of has made between the book and teaching (Does this need to be stand alone part of the presentation or can we [[home#|incorporate]] it into all the other sections? It seems like the [[home#|activities]] part will cover this, and I have some of it build into the strenghs section already. What do you think?)
I like the opening activity a lot. I think the explicit connections could be incorporated- or just be brief. I agree - explicit connections should be woven into our discussion of the practical strategies suggested in the book. Most of the presentation, according to the rubric, should be hands on.
3) How will you introduce your book?
I thought this would be a nice opening activity. It is from Rasinski's website: "Brainstorm a list of words or phrases that go with fluency. Create an open word sort by putting the words into categories. What do you notice about what you and your colleagues think regarding fluency?" We could skip the word sort part or have predetermined categories to make it quicker. Perhaps we could give each person a few post it notes? I like this idea alot.
4) How will you make sure that the class is engaged and active during your presentation? What activity/-ies will you have your classmates do?
Activity 1 - "Line-a-Child" choral reading of the book The Napping House (or I may choose a similar book that I can get a Big Book copy of - something with repetitive text) Activity 2 - Oral Recitation Lesson - Complete a Story Map (on chart paper) following the read aloud of a short book. (This will be the interactive part - I will then briefly explain the rest of the ORL, since this type of lesson carries over several days.) Activity 3 - I also will bring samples of books that can be used for Readers Theater (to pass around for the class to peruse) and bring samples of student work (masks they have made for performances, readers theater scripts that students have written themselves)
Classmates will provide words for the opening word sort (if we decide to use the idea) Classmates will participate in various styles of choral reading
5) What role will each of your group members have? How will each person be involved during the presentation?
Katherine B. - overview of text, describe explicit connection, partner poem activity Katherine R. - book critique, describe explicit connection, PowerPoint, choral reading acitivity Marie- describe explicit connection, plan and orchestrate instructional activity.
6) What supplies/material will you use for your presentation? For example, will you bring chart paper, markers, etc.? Do I need to provide an LCD projector and laptop computer?
We supply: text for choral reading activity, handout summarizing alternative versions of choral reading
Book Club Presentation Outline
Katherine R-green text
Katherine B - blue text
Marie - red text
Please describe in detail how you plan to present your book/s to the class. Be sure to answer the following in your response:
1) How much time do you need for your presentation?
30 minutes
See the timeline I added after this outline and tell me what you think
2) What resources will you share? How will you share these resources?
The Fluent Reader
- A brief overview of the text including summary, purpose and audience
- a book critique includes strengths and weaknesses
- discussion of an explicit connection that each of has made between the book and teaching (Does this need to be stand alone part of the presentation or can we [[home#|incorporate]] it into all the other sections? It seems like the [[home#|activities]] part will cover this, and I have some of it build into the strenghs section already. What do you think?)
I like the opening activity a lot. I think the explicit connections could be incorporated- or just be brief.I agree - explicit connections should be woven into our discussion of the practical strategies suggested in the book. Most of the presentation, according to the rubric, should be hands on.
3) How will you introduce your book?
I thought this would be a nice opening activity. It is from Rasinski's website:
"Brainstorm a list of words or phrases that go with fluency. Create an open word sort by putting the words into categories. What do you notice about what you and your colleagues think regarding fluency?"
We could skip the word sort part or have predetermined categories to make it quicker. Perhaps we could give each person a few post it notes?
I like this idea alot.
4) How will you make sure that the class is engaged and active during your presentation? What activity/-ies will you have your classmates do?
Activity 1 - "Line-a-Child" choral reading of the book The Napping House (or I may choose a similar book that I can get a Big Book copy of - something with repetitive text)
Activity 2 - Oral Recitation Lesson - Complete a Story Map (on chart paper) following the read aloud of a short book. (This will be the interactive part - I will then briefly explain the rest of the ORL, since this type of lesson carries over several days.)
Activity 3 - I also will bring samples of books that can be used for Readers Theater (to pass around for the class to peruse) and bring samples of student work (masks they have made for performances, readers theater scripts that students have written themselves)
Classmates will provide words for the opening word sort (if we decide to use the idea)
Classmates will participate in various styles of choral reading
5) What role will each of your group members have? How will each person be involved during the presentation?
Katherine B. - overview of text, describe explicit connection, partner poem activity
Katherine R. - book critique, describe explicit connection, PowerPoint, choral reading acitivity
Marie- describe explicit connection, plan and orchestrate instructional activity.
6) What supplies/material will you use for your presentation? For example, will you bring chart paper, markers, etc.? Do I need to provide an LCD projector and laptop computer?
We supply:
text for choral reading activity, handout summarizing alternative versions of choral reading
Post it notes for opening activitiy(?)
I could use chart paper and markers for the story map.
Dr. McClean supplies:
LCD projector, laptop computer
Timeline of The Fluent Reader Presentation
30 minutes
Again- I’m just throwing some ideas out to get us started thinking. Let me know your ideas.
Katherine B.