Assignments

Blog Posts (8 @5 pts each: 40 points) 

You’ll blog on our course website using prompts related to an assigned reading: these readings will mainly be responses to prompts about the books we are reading together. You’ll respond and engage with your colleague’s ideas too. Link to blog prompts HERE.

  • Due Fridays by 10:00pm. Respond to partner before class on Mondays. 

Picture Book Presentations (20 points)

Trios will be randomly assigned an author from the list below (trading with another person is totally fine). Find books by that author in CSUC children’s book collection, Butte County Library, Barnes and Noble, Amazon, etc.

Presentation: Share book titles, author info, dates, awards? Give us a feel for one of the books. Read some of it out loud. Show the illustrations and discuss how the art work and type face contributes to the meaning of the book. Act it out, use props, etc. if you like. Discuss what the book says about the child, about childhood and the world of childhood. Think about the plot, the symbols, the relationships, gender construction (what it means to be a boy or a girl?). What are the values underlying the book? You might also consider engaging us in an activity connected to the book and its ideas.

Practice your presentation. Try to keep it to 10 min (I won’t time you, but it would be great to stay around 10 min). Links to our picture book authors below.

Peter H Reynolds

Carol Boston Weatherford

Yuyi Morales

Kevin Henkes

Mac Barnett

Jon Scieszka

Ezra Jack Keats

Lauren Castillo

Mo Willems

Barb Rosenstock

David Wiesner

Chris Van Allsburg

David Shannon

  • Various due dates. See calendar.

Gallery Walk—Sharing Artifacts Based on Our Book Club Readings (2 @20 pts: 40 points)

You will have a lot of choice here in how you (or as a group) decide to share your book. You can create a visual map, a book trailer or short film, give an Ignite talk, act out a scene for our class, write a song, write fanfiction…lots of possible ways to share. You can decide to do your own thing or work in teams.  Here are some great examples from previous semesters. 

Another example HERE

  • March 23: 1st Gallery Walk (based on chapter book)
  • May 4: 2nd Gallery Walk (based on YA novel)

Reviews on Goodreads (5 @ 5 pts: 20 points)

You’ll create an account on Goodreads and write reviews for the books you read. Goodreads is a great space to find recommendations and a community of readers.

  • Feb 26: series books review (Diary of Wimpy Kid, Weenies, Babymouse, The Wishing Spell OR Origami Yoda Series)
  • March 11: 1st book club book (chapter book: George, The Year of Billy Miller, Wonder, One Crazy Summer, Out of My Mind, OR After Tupac & D Foster)
  • April 8: poetry & verse book (Monster, The Crossover, Inside Out & Back Again, Enchanted Air, OR Brown Girl Dreaming)
  • April 15: graphic novel (Drama, Smile, Anya’s Ghost, El Deafo, Roller Girl, OR Flora and Ulysses)
  • April 29: 2nd book club book (YA novel: Ready Player One, Eleanor & Park, Bone Gap, The Carnival at Bray, Speak, OR The Book Thief)

Reflection and Manifesto (25 points)

We’ll end the semester with a teaching reading manifesto and a reflection on what we’ve learned about the teaching of reading in our course.

You’ll start this paper by reflecting on your work in the class. Read through your blog posts, think about our Reading in the Wild conversations, your artifacts, silent reading time, your participation on Goodreads–what have you learned about teaching reading, about your own reading habits, about students’ reading practices? What is challenging about teaching reading, what is surprising, what do you look forward to?

Then, turn to the creation of a bulleted list…your personal manifesto about teaching reading. Think of it as a “This I Believe About the Teaching of Reading…” Here’s an example from one of my colleagues as it relates to writing: “Things We Know For Sure About the Teaching of Writing…”

Here are some examples from previous semesters:

Riley

Leslie

Trevor

 

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