Welcome #G2Great friends. We're so happy you’re here tonight. Please tell us who is here and what you do before collective curiosity for informational texts and authors goes into overdrive!
Deep #fomo whole traveling and not in on the #ditchsummit fun or fav chats #ditchbook#g2great 😐Consolation is driving by Arrowhead and also the #chiefs summer training camp 🏈
Hello #g2great from NYC! I'm an ESL teacher and instructional coach. I am also the founder of #ECSchat (ed case study chat) Sundays at 7 PM. Hope you'll join us!
Welcome #G2Great friends. We're so happy you’re here tonight. Please tell us who is here and what you do before collective curiosity for informational texts and authors goes into overdrive!
Hello #g2great from NYC! I'm an ESL teacher and instructional coach. I am also the founder of #ECSchat (ed case study chat) Sundays at 7 PM. Hope you'll join us!
Welcome #G2Great friends. We're so happy you’re here tonight. Please tell us who is here and what you do before collective curiosity for informational texts and authors goes into overdrive!
Hello #G2Great friends from Jill in Fredericton, NB. I'm a Gr 6-12 Literacy Coordinator. I've missed the last few Thursdays and am so happy to be chatting with you all tonight.
Hello #G2Great friends from Jill in Fredericton, NB. I'm a Gr 6-12 Literacy Coordinator. I've missed the last few Thursdays and am so happy to be chatting with you all tonight.
A1. Thank you for sharing:
Knowledge,
Wisdom,
Process,
Websites,
Books,
Twitter presence,
Skype visits,
Personal visits, and
Conference presentations . . . you share the world with us!
#G2Great
A1 Dear Seymour, Thank you for bringing information to life in such a beautiful way for teachers and children alike to enjoy. You have ignited a flame of wonder in us all! #G2Great
Q1 Joyce Sidman—thank you for giving us an opportunity to study real world texts to unpack author’s writing moves & provide mentor texts for Ss to use as models for their own writing. #G2Great
A1 Thank you for writing engaging, accessible nonfiction that helps kids learn more about the world and makes the curious to know even more! I'd add @Jess_Keating & @authorjasonchin to this stellar list! #g2great
A1: I do not think I have a favourite no -fiction writer but to writers of all genre I would say thank you for providing my students with choices in what they can read and discover what they like. #g2great
A1: It was a fiction writer who most deeply influenced my teaching. @khaledhosseini thank you for writing books with characters that my ELLs relate to - and thank you because you are an ELL from the same place as them and you've succeeded. #g2great
A1 The beauty of these incredible authors is that we all learn information through their eyes by their words and images merger that teach AND inspire us. I love that! #G2Great
A1 Linda Christensen. Thank you for adding all of the wonderful, culturally relevant, reasonable yet challenging, life-giving, practical SKIN to the BONE that is theory. #G2great
A1 Linda Christensen. Thank you for adding all of the wonderful, culturally relevant, reasonable yet challenging, life-giving, practical SKIN to the BONE that is theory. #G2great
A1: To ALL NF authors, Thank you for sharing your research and passion with us. We learn so much from your blood, sweat, and tears. We appreciate you! #g2great
Q1 Joyce Sidman—thank you for giving us an opportunity to study real world texts to unpack author’s writing moves & provide mentor texts for Ss to use as models for their own writing. #G2Great
The Kite Runner is the first book my ELLs ever read, and being able to understand the film without subtitles AND the culture of the characters changed their perspective on reading. @khaledhosseini started learning English at the same age that my students did. #g2great
A1 We have to be careful reducing information to a percentage point. It’s not about a formula but exposing kids to a beautiful mix of all that is available AND celebrating interest. #G2Great
Q1 Joyce Sidman—thank you for giving us an opportunity to study real world texts to unpack author’s writing moves & provide mentor texts for Ss to use as models for their own writing. #G2Great
I’m a little late, but happy to be here! When it comes to nonfiction, my current fav is Just Mercy by Bryan Stevenson. Bryan, thank you for being a dedicated voice for so many who had none. #G2Great
A2. For example, during Shark Week, we would have books about all kinds of sharks, where they live, what they eat, as well as video, pictures, live streaming from aquariums so Ss can have their questions answered!
#g2Great
A2 WONDER! There is something so remarkable about factual information infused with a spark can spread like a brilliant FLAME that brings us all together in WONDER. #G2Great
A2: If you peeked, you would hear "Oohs" and "Ahs" and Ss asking questions directed at each other and the NF books. IT (Info Texts) spark curiosity with beauty of pics and words! #g2great
A great NF book makes something fantastic tangible to children. It is the flame before the spark. Questions and more questions creating and revising thinking. #g2Great
A2: As I prepare to read realistic fiction in my classes I look to NF text to help establish background knowledge. Giving students a “flood” of background to establish context seems to help both understanding and excitement. #g2great
A2: The best part about informative texts is that they create dialogue. Can't argue about the truth in fiction when it's advertised as fiction. We CAN be curious and question informative texts, though. #g2great
A2: Relevancy! Students become intriguedwirh real world situations, problems, phenomena l, and current events and they want to know more! I like @smokeylit ‘s Inquiry Circles approach for this! #G2Great
A2 One small bit information or one single image can inspire us to know more. And when we allow kids to follow their own inspiration trail based on either/both, we learn so much from what ignites THEIR heart. #G2Great
A2 One of my 1st graders brought in what we initially thought was huge butterfly. After reading/sharing a few informational texts on the subject we discovered it was actually a moth! #G2Great
A2: With my striving readers, we use BQ #1 on 1st read of NF and find info that is surprising. This always leads to questions/conversations/research. #G2Great
A2 I marveled at the draw of reading fiction about the rainforest was often surpassed by the wonder of informational text. #g2great Our kinders used their learning to creat their own stories.
In my Journalism class, we are constantly on the lookout for “noteworthy news.” My students and I constantly share examples of reliable sources and others with obvious bias. #G2Great
A2 Well written informational texts can open up many aspects of a topic. Different Ss will be curious about different aspects. Lets everyone focus on what interests them! #g2great
A2 Not only do info texts spark curiosity about the topic/content, they also model for students that writers create info texts because they are curious about something they want to explore in depth and then share their learning with others. #G2Great
A2: when we read Refugee asa class we looked to news articles about refugee crisis around the world. Questions led to further inquiry and interest. #g2great
A2: Nonfiction can expose students to so many complex issues in our world that can cause us to question why or why not and discuss, ponder, and collaborate around problems we see and solutions we hope to find #G2Great
A3 Read aloud wonderful informational picture books. Book talk new nformational books in class library. Have students share informational books they’re reading and love ❤️ #g2great
A2 Well written informational texts can open up many aspects of a topic. Different Ss will be curious about different aspects. Lets everyone focus on what interests them! #g2great
A2 Collective curiosity would look like engaged collaboration with student talk lifting in the instructional air at every turn. More student-generated question that would inspire curious dialogue and thus new curiosities. #G2Great
A2 Expanding our understanding of informational texts b/c collective curiousity in the classroom can involve the promotion of digital literacies like social media as valid forms of informational texts, and developing critical lenses/digital citzenship #G2great
A2: NF text allows students the opportunity to develop higher level questions about topics of interest to them, and to seek the answers to their own questions through a variety of sources. #G2Great#exploratorylearning
A2 An article on the science of stinky armpits leads to an expose on NPR about a woman with no sense of smell (dangerous actually) who must always live with a roommate who can smell. This leads to other olfactory maladies.We also entertain Qs about chemicals in 1/3 #G2Great
I love this. Collaborative investigation inspired by an authentic moment - they WANTED to learn so they did! Kinda reminds me of @chrissyteigen not realizing that she was holding a deadly wasp until she researched it. Did you see the video? #g2great
A1: gosh! This is my favorite genre. My students were inspired to learn, inquire, write with mentors like Joyce Sidman, Seymour Simon, Melissa Stewart Thank you for doing what you love @Jess_Keating@nicolakidsbooks@amylvpoemfarm#G2Great
Each week I feel so proud that #G2Great trends. It’s a reminder not only how important the topic is but how many dedicated educators come inspired by these conversations. So grateful for you all! ❤️
A3: Learn the back story about books. Why did the author choose this? How many revisions? Time from start to publish? Author visits. Consider how different authors view the exact same topic!
#G2Great
A2. I loved when @Newsela first launched their program. Students at different levels could read and become curious about current events. Tremendous classroom discussions took place! Often lead into deeper research on the topic. #g2Great
A2 ...in deodorants. We search out info and land on a infographic with information about toxic elements in deodorant. That leads to a blog post by a woman who only uses natural deodorant AND she provides a recipe. You know it...we have to make the organic deodorant 2/3 #G2Great
#g2great I’ve been having an amazing summer with PD at TC then Balanced Lit Conference with Mary in San Diego. Now having fun at home. Enjoy your holiday Jill!!
In reply to
@ShelfieTalk, @DrMaryHoward, @hayhurst3, @brennanamy, @franmcveigh
A3 Wonder begins with the teacher. We can create collective experiences by sharing incredible information so that OUR joyful wonder becomes THEIR joyful wonder. This sense of collaborative wonder knows no bounds! #G2Great
A2 The 6th grade students in this class are now blown away by all the information they've searched out simply from the one Scholastic SCOPE article about the science of stinky armpits. 3/3 #g2great
Q3 Flood the classroom with oodles of NF texts. Give time and space for kids to explore. Stand back and actively watch/listen as Ss investigate, talk, peruse, read, look, study, & inquire. Ask them what piques their curiosities and interests. #G2Great
A2 Students also discover importance of reading several Informational texts on same topic. Which is necessary when searching for answers to their questions. #G2Great
A3: give students time to explore. Call it whatever, Genius Hour, Passion Projects 20% time. In the end giving kids a chance to explore the topics they discover in informational text will go a long way to develop a love of learning. #g2Great
A3: I hope to book talk more NF titles this year, aligning books with interest inventories. Hopefully more exposure will = more reading and more curiosity!! #G2Great
A3: Find things that they're naturally curious about and show them that they CAN learn about things they like. For older students, pay attention to social media and prepare lessons about things you know they've been talking about and pondering #g2great
Q3 Flood the classroom with oodles of NF texts. Give time and space for kids to explore. Stand back and actively watch/listen as Ss investigate, talk, peruse, read, look, study, & inquire. Ask them what piques their curiosities and interests. #G2Great
A3 Whenever possible, I share artifacts that complement our reading. If artifacts aren't possible, photos and/or videos work, too. Helps build interest and generates all kinds of questions! #g2great
A3: Find things that they're naturally curious about and show them that they CAN learn about things they like. For older students, pay attention to social media and prepare lessons about things you know they've been talking about and pondering #g2great
Q3 Flood the classroom with oodles of NF texts. Give time and space for kids to explore. Stand back and actively watch/listen as Ss investigate, talk, peruse, read, look, study, & inquire. Ask them what piques their curiosities and interests. #G2Great
A3: Field trips- virtual or actual to see what they are studying or curious about. Bringing in Community partners who are knowledable about the topic for them to chat with! #G2Great
A3 Varied read-aloud is critical; yet informational texts often get the short end of the stick (shared reading too). We must make it a high priority across each learning day #G2Great
A 2 It seems almost a cliche that second graders love dinosaurs but they do and it is a marvelous gateway for nonfiction. I think it’s almost like a fantasy story for them- giant “monsters” that were real. Thus, loads of Dino books in my classroom. #g2great
When we read a beautifully crafted NF book we have a responsiblity to make it bigger than static facts. We have to leverage it to motivate learning and thinking. @brennanamy@franmcveigh@DrMaryHoward#g2Great
A3 Ts must spend time eavesdropping and collect a list of topics Ss are talking about. Earlier this year we found out 5th grade Ss had a fascination with candy sushi. We tracked down some info, blog posts, YouTube videos, recipes and then made our own. Full on engagement #g2great
A3 Using these texts as touchstones--the starting point not the finish line!--for Ss to produce their own knowledge and reach their own conclusions. Specifically for ELA, positioning texts as comparative lenses through which to view/contextualize works of fiction #G2Great
A3: Learn the back story about books. Why did the author choose this? How many revisions? Time from start to publish? Author visits. Consider how different authors view the exact same topic!
#G2Great
Q3: Have Ss generate questions from day one. Have them change open ?s to closed and closed ?s to open. Teach them the types of ?s and have them play with them. Create critical thinkers. https://t.co/uaWuGmRQSD@globalearner#G2great
A3: Know your students’ passions and expose them to lots of different informational texts in different forms: books, articles, blogs, video clips. Allow lots of time for thoughtful discussions about the things they are wondering and learning about #G2Great
A 4 Have a chart where students can write questions they have about things they’re curious about! Then, find informational texts they can investigate. I love to ask students to start with photo essays. They use disposable cameras and choose a topic and take photos. #g2great
A3 We beckon readers our readers with the BEST resources possible. The classroom library w/student-created advertisements and book clubs around informational books is essential. #G2Great
A3: Know your students’ passions and expose them to lots of different informational texts in different forms: books, articles, blogs, video clips. Allow lots of time for thoughtful discussions about the things they are wondering and learning about #G2Great
A3. Give nf it’s own place inthe room for browsing and have a central location for wonder/inquiry where topics can be investigated. Rotate out books as studies change. #G2Great
A3 I love the idea of “look closely” great book series as well. For the young learners (and older ones too) what a terrific experience in understanding with hands on exploration #g2greathttps://t.co/vbdw4CWe7l
Q3: Make it a point to connect globally with experts in the field to make the content real for your students. I have found the worst thing that can happen is you get a "no" when you ask, but usually you get a "yes". #G2great
A7: First of all (maybe foremost), if you're a first year teacher and you're already joining conversations like #masterychat or #g2great, you're doing something I waited five years into my practice to do. Connecting at Twitter with EDU-People is a super-smart, first-year move.
A3 I love the idea of “look closely” great book series as well. For the young learners (and older ones too) what a terrific experience in understanding with hands on exploration #g2greathttps://t.co/vbdw4CWe7l
A4 First we give kids room to follow their own passions so they can write about what excites & entices them. That means MUCH less assigning and MUCH more student choice in texts AND experiences around them. #G2Great
A4 Using powerful NF as mentors during conferring is a way to elevate the learner as Vygotsky says, "...children grow into the intellectual life of those around them." #G2Great@DrMaryHoward@brennanamy@franmcveigh
A3 Years ago when I taught kgarten, I brought broken small appliances to class and Ss took them apart with kid-sized tools. That led to finding books about how things worked (STEM way back then--we just didn't call it that) The Ss were fascinated by how things worked. #g2great
Q4 Provide real world models for Ss to lean into as they study, create & revise. Real world models can be all shapes & sizes - professionally published or home grown. Produced by kids and adults alike. #G2Great
A4: There are so many great formats for kids to study. Not only is there a wealth of great nonfiction, there are also lots of interesting ways to “package” ideas. #G2Great
A4 Our authentic approaches to texts inspired collective curiosity so it naturally FOSTERS writing AND reading. But we have to let go of OUR agenda so they can follow agenda-free passion- inspired writing. #G2Great
A4: Instead of giving disingenuous choice like “pick an animal to write about” let students choose any topic that excites them! Have them choose an author they enjoy to emulate, and coach them to find craft moves they’d like to try in their writing #G2Great
A4 and let the authentic writing begin. #g2great They’ll be eager to share what they’re learning. Either collaborative or independent work and choosing different media to share their work
A4 First we give kids room to follow their own passions so they can write about what excites & entices them. That means MUCH less assigning and MUCH more student choice in texts AND experiences around them. #G2Great
A4: when students have choice in topic,
there engagement is magnified. Also, when they are invited to borrow, learn, try out various features, techniques and not expected to follow in one size fits all way, doors open, magic happens #writing#G2Great
A4 First we give kids room to follow their own passions so they can write about what excites & entices them. That means MUCH less assigning and MUCH more student choice in texts AND experiences around them. #G2Great
@DrMaryHoward At the Balanced Literacy Conference Mary and I heard about a called The Hot Tub Bear- a pb. A book inspired by a true story on news and it inspired little kids to save the bear. Talk about inspired by books. #g2great
A4 Writing for an audience other than the teachers is powerful! My first graders love writing "How To" books. It's amazing to discover the many things that they can teach others to do, from "How to Brush Your Teeth" to "How to Book Shop". #G2Great
A4 We could certainly foster collective curiosity if we would aspire to follow Ralph Fletcher’s wisdom in his incredible book, JOY WRITE. @FletcherRalph#G2Great
@DrMaryHoward At the Balanced Literacy Conference Mary and I heard about a called The Hot Tub Bear- a pb. A book inspired by a true story on news and it inspired little kids to save the bear. Talk about inspired by books. #g2great
A4: @DanielPink explains what motivates people:
A sense of purpose
Choice (autonomy)
Mastery
This will ensure your students have a successful inquiry experience
#G2great
A3 Love to ask Ss to write on a flipchart what they are an expert at. Fun to see what they add. Then we add more info on things they'd love to BECOME an expert at and then we bring in books, check out websites, bring in special guests. Best way to get started on inquiry #G2Great
Paul W. Hankins. Southern Indiana. So late. Sorry. I'll take a minute to catch up. I just got swept up in that amazing #masterychat tonight. Really smart folks there in this same time slot. Maybe I can do both? Whew. Okay. . .I'm here. #g2great
I read too much to make a fresh "What I'm Reading Now" display for each book or to update an email signature. That's time I could be reading more books. Why not post a QR code to Goodreads Currently Reading bookshelf? #titletalk#G2Great#nerdybookclub#bookaday#tlchat
@DrMaryHoward At the Balanced Literacy Conference Mary and I heard about a called The Hot Tub Bear- a pb. A book inspired by a true story on news and it inspired little kids to save the bear. Talk about inspired by books. #g2great
A5. Writing is hard.
Share that with Ss.
Writing is fun when you try something new or love topic.
Share that with Ss.
Share fave authors w/ Ss. Skype. Video book trailers.
#g2Great
#g2great I just ordered it for myself and a colleague. T can pull in media story, book, and persuasive writing and how it saved bear’s life. Kids can write to save lives. Can’t wait to share with Ss this year!
A5 By sharing our own information writing we show we value this writing. This allows US to become an inspirational mentor author for the kind of writing we ask our students to do. #G2Great
Yes. Share the ups and downs of writing. Write in front of students. Become vulnerable. Their curiosity will grow when they know they can trust us. #g2great
A5 Sharing our writing is particularly powerful through daily Write Alouds. When we make our own thinking public, we give kids a powerful concrete reference of the THINKING PROCESS we are asking of them. #G2Great
A5 I often wear a "tiny topic notebook" around my neck so that it's handy. I model how I get writing ideas from my environment and what's going on around me. The tiny notebook is a place to jot those ideas as they occur. #G2Great
A5 When teaching writing we need to BE writers. Come together not as Trs and Ss but as writers. We are a springboard for thier learning. I love tweeting to authors and showing Ss their replies. I'm a writer, your a writer, we can connect with professional writers. #G2Great
Yes. Share the ups and downs of writing. Write in front of students. Become vulnerable. Their curiosity will grow when they know they can trust us. #g2great
And they’ll understand when they inevitably meet some of the same roadblocks we model and realize that it’s part of the writing process. We have to share ALL of that process! #G2Great
Yes. Share the ups and downs of writing. Write in front of students. Become vulnerable. Their curiosity will grow when they know they can trust us. #g2great
A5 I think with any sort of art form it is important to be transparent about the process. When I take studio arts classes, the T thinks aloud and demos- so too with writing, it illuminates and demystifies the process. #g2great
A5: Show students how there are so many ways to present information about the same topic depending on our goals as authors. Then they see the important job they have as authors to inform their readers and share their knowledge and ideas #G2Great
A5 There are so many ways to bring authors and kids together starting by bathing them in those resources. Technology has also opened doors that educators never had in the past IF we are willing to use them (ie skype). #G2Great
A5 there’s no better way to build a writing community than writing infront and alongside your students. It demystifies the writing process and gives Ss insight into how writers write! #g2great
We can understand a great deal about the reading process by noticing what WE do as readers AND we can understand a great deal about the writing process by noticing what WE do as writers #G2Great
A5: they can see me writing for pleasure, and they can see me breaking the rules of formatting essays. No more formulaic writing for my ELLs. Write well. Write convincingly. No need for a template. #g2great
A 5 Students benefit from observing your process. They also need to discuss their process in small groups. A great way to intro students to authors is to have them talk to class about authors they love ❤️. Librarians can share new books. Look at author websites. #g2great
A6: Ss deserve quality text, real pictures, weblinks in their books/reading/writing lives.
Authentic writing includes combinations of many types of writing. Ss need facility at moving between all successfully! Ss need authentic audiences!
#G2Great
A5 Participating in adult writing events such as "The Slice of Life" gave me a greater appreciation for what my students experience as writers in the classroom. #G2Great
A4: I gave them leaked documents and a suspects tweets from a high profile court case and let them argue about whether any conspiracy theories could be true. They examined the evidence together and all had different theories. Beginner ELLs. Worth it. #g2great
A6 Our kids deserve the real deal. That gives us a responsibility to bring in the best books and most amazing authors on all topics. Daily information book showers with the best of the best! #G2Great
It's #PoetryFriday-I'm excited 2 be 8th stop on #poet@MargaretGSimon's Blog Tour 4 her new book, Bayou Song, Creative Explorations of the South Louisiana Landscape-an excellent resource 4 Ts' classrms. #poetrylovers enter the raffle-leave a comment at blog. #NYEDChat#G2Great
A5 When the think alouds becomes the Do alouds (as you share your work). The process is what I hope gears up students to understand that there are challenges but the rewards are there also. #g2great
A6 Authentic informational texts serve as great mentors for writers. They can inspire us to use the same techniques and craft moves in our own writing pieces. #G2Great
Q6 We broaden our definition of text in hopes to pique interests of everyone. Maps, menus, signs, posts, infographics. Authentic + real world = engagement. #G2Great
A6. Here is a graphic with great questions to ask when students are reading non-fiction text. They could ask each other, they could write about it individually or as a team. #G2Great
A7 Access to authentic texts is key. They were written to be read by Ss kids need to know that there are adults in the world who want to inspire them to think beyond their experiences. To reach out into the world, to learn, to grow. #G2Great@franmcveigh@DrMaryHoward@brennanamy
A6 We must offer meaningful reading/writing opportunities before we can inspire kids to do their own meaningful reading/writing. Stop acting surprised that Fill in the blank/coloring pages have the OPPOSITE effect. #G2Great
A6: We must show young readers and writers how authors write for authentic purposes: to inform, to get others to question, to bring about change. When they see this, they can use their own writing for these purposes too! #G2Great
A6 It's crucial that we create experiences that are flexible and leave room for students to discover and follow their passions. We can’t assign our way to passion-fueled endeavors! #G2Great
A7. We must keep track of our reading lives, balance of F and NF read alouds, balance of F and NF books in library, and what our Ss are asking/demanding to read. Do we favor one over the other?
And where is poetry? Video?
Balance all!
#g2great
List of titles added!
A 6 We should always offer students the finest books with remarkable photos and illustrations! Choice in exploring topics through reading, writing, and talking. #g2great
A7 I think the first step is to recognize that it’s less about 50/50 balance and more about celebrating interests and passions. Our classroom libraries should reflect THAT always. #G2Great
A4: Spend time re-balancing book collections. Experts recommend a 50-50 mix of fiction and nonfiction with 2/3 of nf being expository. But here’s the actual data for U.S. classrooms.
#G2Great
A7 We should give equal attention to information texts during read aloud time and they should also have a strong presence in our classroom libraries just as narrative texts do. #G2Great
A7 We should give equal attention to information texts during read aloud time and they should also have a strong presence in our classroom libraries just as narrative texts do. #G2Great
A7. Please read or review chapter 3 in #FromStrivingtoThriving - Ensure Access to and Choice of Books as the ideas and resources are beyond amazing! #G2Great
A7 We must invite kids to take ownership of the classroom library by creating displays, invitations, and even advertising book discussions/clubs. Step back and you’d be surprised what will happen! #G2Great
YES! And that’s why it’s important to have your students be part of the classroom library set up. Your imput is the start their interest the deciding force. IMO #g2great
A7: Find ways for them to CHOOSE to read. I recently saw a detention slip online where a kid got detention for off task behavior - READING A BOOK. Come on. Let them choose to read when they want to know something. Don't give away the answers. #g2great
Yes, Mary! We get so caught up in the percentages of leveled books, fiction, nonfiction in our libraries and, in doing that, can lose sight of what’s most critical: a child’s interest! #G2Great
Yes, Mary! We get so caught up in the percentages of leveled books, fiction, nonfiction in our libraries and, in doing that, can lose sight of what’s most critical: a child’s interest! #G2Great
A7 Be good kidwatchers. Notice what kids are excited @ and create a library that beckons them to the collective curiosity table. Don’t buy books willy nilly. Create a student-inspired book space that thrives well after the purchase! #G2Great
A7: Running a "Sibert Smackdown" with your students is a great way to introduce readers to current nonfiction texts and writing mentors. If parents can purchase books from your wish list you add more NF to your library. #G2great
A7 I think one of the first steps is identifying our own reading gaps. Do we gravitate toward fiction or NF? Do we only book talk certain types of texts? Do we offer a balance of mentor texts? This also includes expanding our def of text to include more than print. #G2Great
Challenge Authors:
Mellissa Stewart
Steve Jenkins
Loree Griffin Burns
Laurie Purdie Salas
Seymour Simon
Jess Keating
Sarah Albee
Don Freeman
April Pulley Sayre
Lola Schaefer
Chris Barton
Patricia Valdez
Lily Williams
Seth Fishman
#G2Great
Yes definitely Jill. We have to turn the issue inward by looking that book mirror. When we leave those “gaps” We need know if it could be the book that could inspire that ONE hard to inspire reader #G2Great
A7 I think one of the first steps is identifying our own reading gaps. Do we gravitate toward fiction or NF? Do we only book talk certain types of texts? Do we offer a balance of mentor texts? This also includes expanding our def of text to include more than print. #G2Great
A4: #G2Great The discrepancy betweeen the graphic and the "actual data" seems to underscore Mark Twain's point: "There are lies, (blatant) lies, and statistics."
