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Author Studies Assignment The Why The What The How and Grading Criteria. Why Author Studies?. Allows readers to form mentor relationships with authors Allows entry to the world of authors and books Allows for a wide range of strategies, requires a
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Author Studies AssignmentThe WhyThe WhatThe Howand Grading Criteria
Why Author Studies? Allows readers to form mentor relationships with authors Allows entry to the world of authors and books Allows for a wide range of strategies, requires a high level thinking for detecting patterns, comparing and contrasting, making inferences, evaluating Entry into a literacy community with a shared base of experiences
Suggested Format • Mini-Lessons (short, focused and allow a variety of responses) (10 minutes) • ⌘Planting the seeds that invite exploration • Focus on: authors strength in creating characters, settings and the research needed to create them, author’s life and the content of the books, strategies used to make mind pictures etc. • Investigations (20-35 minutes) • ⌘ Investigating the focus issue by reading, writing, talking and listening (small or whole groups) • ⌘Teacher observation for individual instruction, teacher conferences • Share Meetings (10-15 minutes) • ⌘Sharing discoveries
The Literate Environment Creating an Author Study Center Collection of Books Collection of Author Information -Book Jackets, Publisher Information, Posters, Special Books about the Author, Access to computer with Author Websites and online opportunities for kids to review books Student Writing Opportunities and Artifacts -Literature Cyberlessons on an Author’s Book -Scavenger Hunts of Author site and other related site -Online opportunities to read and write an author book review -Online opportunities to respond to others via a blog -Class Reading Response Attribute Charts • Author study notebooks and a space for writing • Lists of book that have been read • Student Book Reviews and Artwork in Response to Author books Extending the Literate Environment -Cross grade reading/writing buddies-Sharing Author Study Presentations with another class-Home School Connections
Choosing and Author/Illustrator Consider: Student Interests Student Reading and Writing Needs Multicultural and Gender Considerations Author/Illustrator Literacy and Visual Artistry Curriculum mandates, content areas, state and professional standards
Other Considerations in Author/Illustrator Selections Social/Emotional Aspects Access to Authors
Scholastic Graphic Organizer Printouts for Comprehension http://www2.scholastic.com/browse/article.jsp?id=2983 PDF document: Mentor Text Information Linda Hoyts Matrix of Mentor Texts for teaching Comprehension during Read Alouds: http://www.interactivereadalouds.com/samples.aspx What to focus on in the primary grades when Reading Like a Writer: Reading Like a Writer Primary Grades Ideas for Author Study: Sample Unit http://www.sasked.gov.sk.ca/docs/mla/authstud.html Lessons connected to NCTE/IRA standards, great interactive resources for author learning center or Literature Cyberlesson: http://www.readwritethink.org/ Other Resources
OBJECTIVES/PURPOSES • Articulates skills and strategies/performance objectives to be addressed. • Study stemmed from proposal • Activities are tied to appropriate standards on grid. • NCTE/IRA Standards, • RDG DEPT. PROGRAM STANDARDS • CONTENT STANDARDS Science Frameworks OR Math Frameworks OR Social Studies Frameworks (Where applicable)
CHECKLIST FOR ACTIVITIES GRID • Opportunities for student collaboration in varying grouping formats, • 2) Activities that are engaging and build on multiple ways of learning, and personal background experiences • 3)An opportunity for student inquiry, • 4) Include opportunities for differentiation • 5) Is there a multicultural component? critical literacy component? • 6) A variety of print and nonprint resources, • Integration of Reading, Writing, Listening, Speaking, Viewing and Visually Representing • 8) Opportunities for students to read/write in your selected content area of focus. • 9) Opportunities for students to cross from one media to another in their study of this unit- i.e. moving from one genre to another, from one media to another literacy to music, to art, to movement, to drama. • 10) Integrates new literacies and technology
ASSESMENT COMPONENTS • Rubric Development for activities: Demonstrates specific desired outcomes. • Please develop a rubric that focuses on learning objectives/strategies for • three of the lessons on your template. Your Cyberlesson is not included in the • count. • ANNOTATED BIBLIOGRAPHY • five related books are summarized with bibliographic inf. • personal responses to books • description of how the book will be used to support unit • FINAL REFLECTION • narrative including: • Brief overview of unit and previous history, if any • Convincing explanation of how it fits in curriculum and to intended audience • Discussion of anticipated benefits and challenges • Ah-ha’s in the development of the project • What did we know about the Author and his/her books?
