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Franki Sibberson continued
Displaying Matches 17 thru 31 of 105 Found.  BACK NEXT
Using Student Conferences to Build Book Choice Skills
Franki Sibberson
I went through a phase last January where I just couldn't find a book that I loved. I started lots of books, but didn't finish any of them. I tried to continue my usual routine of reading at bedtime, but I'd fall asleep. This had never happened to me - I was in a reading rut and I couldn't get out of it. It took a spring break vacation on the beach before I finally found some books that I loved and was able to enjoy my bedtime reading. Those few months of non-reading at night reminded me that these ruts happen for all readers, no matter how ingrained the routines are and how much they cherish reading time. . . .
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Setting Up the Classroom for Teaching Beyond Levels
Volume 2 Number 1 October 31, 2009
Welcome to the new Teaching Beyond Reading Levels Digest! This topic has been a focus of mine for years. Early in the school year, much of my time goes into setting up the classroom and library for instruction, as well as getting to know students as learners, not numbers from an assessment grid. I hope you enjoy these new features and old favorites from the Choice Literacy Archives. . . .
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What Messages Do We Give Students with Our Classroom Library Design?
Franki Sibberson
The design of our classroom library gives a message to anyone who walks into our classroom. But most importantly, the way that it is organized gives big messages to our students about the things we value about their reading lives. The students know what is valued when they look at the way that reading materials are organized. . . .
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Using Picture Books to Teach Theme in Grades 3-6
Franki Sibberson
Theme is one of the most difficult things for students in grades 3-6 to understand. For students to understand theme and then discover themes in the books that they read, they need to synthesize the ideas across a book. This is often very difficult to do with the novels that they are reading independently. Yet when we scaffold their learning by using picture books with easily accessible themes and build on conversations from one book to another, our students can begin to understand theme and find theme in the books that they are reading independently. . . .
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Setting Reading Goals (VIDEO)
Franki Sibberson
I find it's important for students to set long-term goals periodically
throughout the year. In this video, students are thinking
about their long-term nonfiction reading goals. We do this at
the end of a whole-class share session, so students can hear the
thinking of their peers. . . .
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The Human Face of the 21st Century Literacy: Favorite Technology Blogs (BEYOND GADGETS SERIES)
Franki Sibberson
Over the past few years, I have been trying to understand the concept of 21st Century Literacy. I am interested in technology, but adamant in my belief that any tool must be used in authentic ways. To use technology for the sake of technology serves no purpose for our students. I am working to understand how new technological tools might impact our classrooms, especially in the area of literacy. . . .
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Books That Invite Conversations About Perspective (BOOKLIST)
Franki Sibberson
I have recently found several books that invite conversations on perspective - books that for some reason or another, help you look at something from someone else's point of view. I have found this is not only an important life skill, but something that helps readers think about characters in new ways. If we want students to think deeply about character, to understand conflict in text, and to read critically thinking about perspective is critical. . . .
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Rethinking the Study of Nonfiction in the 21st Century
(BEYOND GADGETS SERIES)
Franki Sibberson
Years ago, I attended a workshop in which Regie Routman asked us to list all of the reading that we did over the last week. As we all worked and then reflected, we realized that most of the reading that we did on a day-to-day basis was nonfiction. So much of what was read in the classroom at that time was fiction. The workshop was powerful, and made me realize how much nonfiction reading mattered. . . .
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Not Available in a Six-Pack: Books to Place Alongside Leveled Texts for Our Youngest Readers
Franki Sibberson
Some of my favorite days in teaching have been when a new reader insists on reading a book aloud to me (and everyone they meet that day) because they've discovered, "I can read this book all by myself!" There is nothing like the face of a new reader who happens upon a text that they can read on their own. Often these children have lots of "little books" or leveled books that they can read. But to choose a book that is not one of the leveled books that they've been introduced to by a teacher, and then to discover that they can read it without any support, is definitely a thrill. . . .
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Expanding the Ways We Preview Books
(BEYOND GADGETS Series)
Franki Sibberson
Our 5th graders are moving to middle school. As incoming 6th graders, they are given a summer reading assignment by our district. As I was looking at the 4 books that they are to choose from and thinking about ways to support them in previewing these four choices, I was struck by the ways that the internet has expanded the ways in which we can preview and choose books. It made me realize just how much my book previewing has changed over the last few years. . . .
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The Reading Skills We Use When Searching
the Internet (BEYOND GADGETS SERIES)
Franki Sibberson
Our students are often much more technologically savvy than we are. They have grown up with tools that are fairly new to us. They sometimes teach themselves the skills that they need to know. Children who teach themselves to use a handheld game by just "trying stuff out" always amaze me. Our kids are confident users of many kinds of new technology. However, I have found that even though our students know how to use several tools and how to navigate the web, actually using websites for in-depth research is a bit more difficult for them. . . .
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New Mentor Texts for Word Choice (BOOKLIST)
Franki Sibberson
Choosing words in writing is a key to effectively communicating ideas. It is part of a conversation we have all year long, no matter which grade I teach. Using great language is an important part of effective communication. I have found that the best way to introduce and extend this conversation is through the use of picture books. Picture books allow me to introduce students to an idea about words in a very short time. These mentor texts serves as the conversation starter that we can come back to again and again during the writing process. These are some of the recent books I have added to my collection. . . .
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Using Summer Reading to Expand the Whole School Reading Community
Franki Sibberson
I have always worked hard to prepare my students for a summer of reading. When I was a classroom teacher, we spent quite a bit of time during our last few weeks of school thinking ahead to summer reading. Instead of a log or an assignment, I wanted my students to see summer as an opportunity to get to those books they had been hoping to read, and to see summer reading as an invitation for lots of reading. . . .
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Great New Nonfiction for Elementary Students
Franki Sibberson
When I scan the nonfiction shelves of our school library, I notice the quality of nonfiction books for children is so much better than it was years ago. Looking at some of the older titles in the library, I see encyclopedia-type text with not-so-engaging visuals. I am so happy that nonfiction has gotten so much better in the recent past. Now our children have so many great nonfiction books to choose from. Current nonfiction is written in ways that engage children. The visuals are diverse and authentic, and the topics are subjects that are interesting for a variety of reasons. . . .
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Addicted to Twitter: How Did It Happen?
Franki Sibberson
I have become addicted to Twitter, and this shocks me. I really had no intention of "twittering," and I certainly did not plan on making it a part of my daily life. Yet it really is my new favorite hobby. Now that I am addicted, I have done some reflection on the process I went through to learn how to use this new technological tool. I think my process has definite implications for my teaching. . . .
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About
Jennifer Allen
