Hooked on Books
Teacher Resources
kids reading with their backs up against each other
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Differentiation

Targeted Learning Styles and Preferences

Field Dependent Field Independent
Global Understanding Analytical Understanding
Active Reflective
Visual Auditory    

Have students use Assistive tools in BCPS databases including labeled reading levels or lexiles, audio read-aloud features, and embedded dictionaries.
Student Resources
Research and Investigation Guides

Provides scaffolding to support student inquiry learning, including links to interactive tutorials and resources for each process step.

Elementary (K-5) Information Literacy Process Model and Interactive Research Guide

 

Time Frame

clock

1- Lesson in computer lab to locate a book using Destiny.

2- Lessons in media center for students to:
- read the book and complete graphic organizers for setting, characters, connections, and plot.
- find the theme
- write booktalk script

2- Lessons in computer lab to create Podcast or digital video production and peer evaluate.

Notes to the Teacher:

  • Collaborate with your school’s Library Media Specialist to implement this Online Research Model.
  • Prepare hard copies of the following note-taking documents for each student:
    • Choosing an Appropriate Book Checklist (to save paper, students may share copies of this handout  or if you have access to a computer lab only a digital copy is necessary)
    • Graphic organizers: setting and/or characters, plot, and connections. (Each student will choose which organizer they will use.  Have plenty of copies ready.)
    • Big Idea/Theme handout (to save paper, students may share copies of this handout or if you have access to a computer only a digital copy is needed.)
    • Analyzing Notes Checklist (to save paper, students may share copies of this handout or if you have access to a computer lab only a digital copy is needed)
    • Booktalk Guidelines (1 copy per student: it is best that each student has their own copy to refer to when writing their script or if you have access to a computer lab only a digital copy is necessary)
    • Student Scoring tool (1 copy per student for self evaluation. 1 copy front/back per student for peer evaluations)
  • Task and Product: Suggestions for what to do with student findings:\
    • Generate a list of findings (similarities and differences)  and keep the list posted for the remainder of the unit.
    • Create a class definition of a booktalk such as, “booktalks are a way to get someone excited about a book.
    • Create list of how the writers in the example booktalks ‘hooked,’ or got their audience interested in the specific book.
  • Gather and Sort: Feel free to substitute any of the graphic organizers for ones you prefer or for ones found on mind-mapping software, such as Kidspiration, Inspiration or Pixie.
  • Organize: It may be best to model writing a booktalk with the whole class before they write their own.

  • If a computer lab is not available, this ORM may be implemented in the classroom or Library:
    • Use an LCD projector to display the Online Research Model.
    • Provide students with access to print Library resources and printouts of the digital resources.

To facilitate the collaborative nature of this project, consider creating a project-based Wiki or using another collaborative Web 2.0 tool (VoiceThread, MindMeister, Groupsite.com, etc.) to use as a workspace. Consult your Library Media Specialist or visit the BCPS Office of Library Information Services Resource Wiki

Supplemental Teaching Resourcesweb 2.0
BCPS Curriculum Alignment

Essential Question for Enduring Understanding

How do I get a young reader hooked on a book?

BCPSBCPS Curriculum for
English Language Arts (BCPS)
 Grade 3: English Language Arts

O-5 The student will interpret text by applying a variety of before reading strategies.
- KSI-B Activate schema and connect prior knowledge about a topic/subject to a text.

O-6 The student will interpret text by applying a variety of during reading strategies.
- KSI-A Monitor and clarify comprehension of text by using strategies that include adjusting reading rate, rereading, use of context and/or use of resources.
- KSI-C Paraphrase and summarize important details/information from portions of text.
- KSI-D Use mental imagery to clarify/extend meaning of a text and to make connections to text.

O-7 The student will interpret text by applying a variety of after reading strategies.
- KSI-A Paraphrase and summarize the important details/information in a text.
- KSI-B Draw conclusions from details/information provided in the text.
- KSI-C Recognize and make generalizations.
- KSI-D Make and explain inferences by connecting prior knowledge/experience and details/information from a text.
- KSI-E Identify and explain text/text, text/self, and text/world connections.

Grade 3: Library Media

 

MD State Curriculum Alignment

Maryland flag

Maryland State Curriculum for Reading/English (MSDE)


        


Standard 1.0 General Reading Processes
Topic

E. General Reading Comprehension: Students will use a variety of strategies to understand what they read (construct meaning).
Indicator
2. Use strategies to prepare for reading (before reading)
Objective b: Set a purpose for reading the text.
Objective d: Make connections to the text from prior knowledge and experiences.

Indicator
3. Use strategies to make meaning from text (during reading) Objective d: Look back through the text to search for connections between and among ideas.
Objective g: Periodically paraphrase important ideas or information.
Objective h: Visualize what was read for deeper understanding.
Objective i: Explain personal connections to the ideas or information in the text.

Indicator
4. Use strategies to demonstrate understanding of the text (after reading)
Objective a: Identify and explain the main idea.
Objective f: Paraphrase the main idea.
Objective g: Summarize.
Objective h: Connect the text to prior knowledge or personal experience.
                  
Standard 6.0 Listening
Students will demonstrate effective listening to learn, process, and analyze information.
Indicator 1: Demonstrate active listening strategies
Objective a: Attend to the speaker

Indicator 2: Comprehend and analyze what is heard
Objective c: Demonstrate an understanding of what is heard by retelling, asking questions, relating prior knowledge, and summarizing
Objective d: Follow a set of multi-step directions
Objective f: Make judgments based on information from the speaker

Standard 7.0 Speaking
Students will communicate effectively in a variety of situations with different audiences, purposes, and formats.

Indicator 1: Use organization and delivery strategies at an appropriate level
Objective a: Speak clearly enough to be heard and understood in a variety of situations for a variety of purposes
Objective 2: Use appropriate non-verbal technique to enhance communication
    - posture
    - eye contact
    - facial expressions
    - gestures

Indicator 2: Make oral presentations
Objective a: Speak in a variety of situations to inform and/or relate experiences, including retelling stories
Objective d: Plan and deliver effective oral presentations

 

Common Core Curriculum Alignment

common core

 

Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects
(MSDE)

 College and Career Readiness Anchor Standards for Reading

Key Ideas and Details:
1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.

Integration of Knowledge and Ideas:
7. Integrate and evaluate content presented in diverse formats and media, including visually and quantitatively, as well as in words.

Range of Reading and Level of Text Complexity
10. Read and comprehend complex literary and informational texts independently and proficiently.

College and Career Readiness Anchor Standards for Writing
Text Types and Purposes:
2. Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.

Production and Distribution of Writing:
4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
6. Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.

Research to Build and Present Knowledge:
7. Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.
9. Draw evidence from literary or informational texts to support analysis, reflection, and research.

Range of Writing:
10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.

 

National Standards

US flag National Educational Technology Standards for Students
(ISTE)

 1. Creativity and Innovation: Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology.

2. Communication and Collaboration: Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others.

3. Research and Information Fluency: Students apply digital tools to gather, evaluate, and use information.

4. Critical Thinking, Problem Solving, and Decision Making: Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources.

5. Digital Citizenship: Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior.

US flagStandards for the 21st-Century Learner
(AASL)

 1.1.6 Read, view, and listen for information presented in any format (e.g. textual visual, media, digital) in order to make inferences and gather meaning.

2.1.2 Organize knowledge so that it is useful.

2.1.6 Use the writing process, media and visual literacy, and technology skills to create products that express new understandings.

3.1.6 Use information and technology ethically and responsibly.
Last update: July , 2011
Created by: Oona Miller, Library Media Specialist
Baltimore County Public Schools

BCPS Research Model, Copyright 2010, Baltimore County Public Schools, MD, all rights reserved.
This Research Model may be used for educational, non-profit school use only. All other uses, transmissions, and duplications are prohibited unless permission is granted expressly. The Baltimore County Public schools does not guarantee the accuracy or quality of information located on telecommunications networks. We have made every reasonable attempt to ensure that our school system's web pages are educationally sound and do not contain links to any questionable materials or anything that can be deemed in violation of the BCPS Telecommunications Policy. The linked sites are not under the control of the Baltimore County Public Schools; therefore, BCPS is not responsible for the contents of any linked site, links within the site, or any revisions to such sites. Links from BCPS Copyright © 2010 Baltimore County Public Schools, Towson, MD 21204, all rights reserved. Images used through subscription to clipart.com, public domain, or freely licensed unless otherwise noted. Documents and related graphics may be duplicated for educational, non-profit school use only. All other uses, transmissions and duplications are prohibited unless permission is granted expressly.
Contact Margaret-Ann Howie, Esq. 410-887-2646

 

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