Finding The Right Book at the Right Time

Submitted by JeanWK on Tue, 05/15/2012 - 16:49Printable version Bookmark and Share
Created By:
Jean Wolf Kirschenman
Title/Role:
School Librarian
Organization/School Name:
Brookings High School Library
Location:
South Dakota

Grade Level:
9
Type of Lesson:
Stand-alone lesson
Type of Schedule:
Combination
Collaboration Continuum:
Moderate
Content Area:
Language Arts
Content Topic:
Book Selection
Standards for the 21st-Century Learner
Skills Indicator(s):
1.1.4 Find, evaluate, and select appropriate sources to answer questions.
1.1.8 Demonstrate mastery of technology tools for accessing information and pursuing inquiry.
4.1.4 Seek information for personal learning in a variety of formats and genres.
Dispostion Indicator(s):
4.2.2 Demonstrate motivation by seeking information to answer personal questions and interests, trying a variety of formats and genres, and displaying a willingness to go beyond academic requirements.
4.2.4 Show an appreciation for literature by electing to read for pleasure and expressing an interest in various literary genres.
Responsibilities Indicator(s):
4.3.2 Recognize that resources are created for a variety of purposes.
Self-Assessment Strategies Indicator(s):
1.4.2 Use interaction with and feedback from teachers and peers to guide own inquiry process.
2.4.4 Develop directions for future investigations.
4.4.6 Evaluate own ability to select resources that are engaging and appropriate for personal interests and needs.
Scenario:
The lesson will be taught early in the year to help students learn strategies to find books that they will like and are at the appropriate reading level. Students will reflect on and improve their book choices. Throughout the year, they will use the websites and build on the skills from this lesson. (This lesson was taught with Rhonda Young for a freshmen special education English class.)

Overview:
Students will work toward independent selection of books to read for class and personal reading. Websites used include www.lexile.com (Find a Book), www.ARbookfind.com, and Destiny. Essential Question: How do I select the right book for the right purpose, based on my interests and at an appropriate reading level, and how do I make better choices in the future? What tools are available for finding a book for independent reading within my Lexile range?

Final Product:
Products for this unit: complete handout, successful AR test, and reaction journals. Products for future learning: plan/list for reading, successfully meet requirements for reading all year.

Library Lesson:
Students will learn to use www.lexile.com (Find a Book)to identify books in their interest areas and Lexile score taken from standarized tests. They will learn the process of self reflection in deciding if they liked a book and were successful (passed an Accelerated Reader test). Most importantly, they will fine-tune their own selection process to find the perfect book match for themselves.

Estimated Lesson Time:
120 minutes
Assessment
Product:
1) Completed handout with lists of titles in the students' interest area. 2)Reaction journals written while reading the chosen book. 3) Pass an Accelerated Reader test to meet class requirements.

Process:
Students will talk with the teacher and the librarian throughout this process to help hone book selection. They will follow the steps at www.lexile.com (Find a Book) to find books in their interest area and reading level. The process will be repeated throughout the year, and in following years.

Self Questioning:
How can I make sure that a book is a good fit for me and that I will be successful with reading assignments? How can I make better choices in the future. What websites and people are good resources for this process?

Instructional Plan
Resources students will use:
Dataset (ie. lists, tables, databases)
Software
Text (books, letters, poems, newspapers, etc.)

Resources instructor will use:
Projector
Laptop

Instruction/Activities
Direct instruction:
The teacher will provide Lexiles from test scores. The librarian will demonstrate the process of finding books by interest level at www.lexiles.com. The teacher and librarian will talk with students and help them as they look for books in the library or through interlibrary loan. The teacher will require reaction journals and provide class time for writing and discussion.

Modeling and guided practice:
The librarian will model the entire process that is spelled out on the student handout. Starting with a Lexile range, the librarian will mark three interest areas, and see what the website suggests. From there, the librarian will show students how to check if the library has the specific titles or if there are similar books available.

Independent practice:
Students will go through the process on their own throughout the year. Of course the librarian and teacher are always available for guidance and suggestions.


Have you taught this lesson before:
Yes

Strategies for differentiation:
The different Lexiles provide differentiation. Students are all reading in their reading level ranges. The class we taught was a special education class, and this process could be followed in all classes, including Honors or AP. There is time in this lesson for individualized instruction as students ask questions and talk to the librarian and teacher while looking for books.
AASL/Common Core State Standards Crosswalk

Common Core State Standards English Language Arts:

CC.9-10.R.L.10 » English Language Arts » Range of Reading and Level of Text Complexity » 10. By the end of grade 9, read and comprehend literature, including stories, dramas, and poems, in the grades 9-10 text complexity band proficiently, with scaffolding as needed at the high end of the range.
By the end of grade 10, read and comprehend literature, including stories, dramas, and poems, at the high end of the grades 9-10 text complexity band independently and proficiently. (9,10)

CC.9-10.W.4 » English Language Arts » 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. (9,10)

CC9-10RS/TS7 » Reading Standards for Literacy in Sci Tech » 7. Translate quantitative or technical information expressed in words in a text into visual form (e.g., a table or chart) and translate information expressed visually or mathematically (e.g., in an equation) into words. (9,10)

CC.9-10.SL.2 » English Language Arts » Comprehension and Collaboration » 2. Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source. (9,10)

CC.9-10.SL.3 » English Language Arts » Comprehension and Collaboration » 3. Evaluate a speaker's point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence. (9,10)

CC.9-10.W.8 » English Language Arts » Research to Build and Present Knowledge » 8. Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation. (9,10)

CC9-10RS/TS1 » Reading Standards for Literacy in Sci Tech » 1. Cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of explanations or descriptions. (9,10)

CC.9-10.L.4.c » English Language Arts » Vocabulary Acquisition and Use » c. Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning, its part of speech, or its etymology. (9,10)

CC.9-10.W.6 » English Language Arts » Production and Distribution of Writing » 6. Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology's capacity to link to other information and to display information flexibly and dynamically. (9,10)