Creating Books

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Creating Books in the Classroom: A Transformative Approach.

Claudia Ovalle

Royalwood Elementary

Sheldon ISD

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Theory

•<= /span>“A transformative approach is = designed to connect student’s = personal lives and identities with <= span style=3D'position:absolute;top:45.0%;left:16.47%;width:84.45%;height:7.5%'= >literacy. This promotes student’s engagement with reading and writing = much more effectively than an exclusive focus on isolated skills.As students discover the value of literacy for interpreting and recreating the world, books take on a greater meaning.”

• Alma Flor Ada & F. Isabel Campoy

•

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Rationale

•“Transformative Education recognizes the importance of voice, = the need for education to foster critical consciousness that leads to speaking one’s personal and social truth. Voice takes special force when words are not only spoken but also <= span style=3D'position:absolute;top:72.25%;left:16.47%;width:80.14%;height:7.5%= '>written.”

= ; &n= bsp; Alma Flor Ada (2003)

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Benefits of Authoring Books

<= span style=3D'font-size:88%'>•Strengthen their literacy skills.

•Increase t= heir interest in books and writin= g. •Develop a greater understanding of <= span style=3D'position:absolute;top:56.0%;left:16.47%;width:90.26%;height:7.5%'= >the writing process and confidence <= span style=3D'position:absolute;top:62.25%;left:16.47%;width:80.14%;height:7.5%= '>in themselves as authors. •Strengthen their sense of identity <= span style=3D'position:absolute;top:76.0%;left:16.47%;width:80.14%;height:7.5%'= >and self-esteem.

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TEKS

•<= /span> Reading/literary response. The student responds to various texts.= The student is expected to:

•<= /span>(A) respond to stories and poems in way= s that reflect understanding and interpretation in discussion (speculating, questioning) in writing, and through movement, mus= ic, art, and drama (2-3); <= /span>

•<= /span>(B) demonstrate understanding of informational text in various ways such as through writing, illustrating, developing demonstrations, and using available technology (2-3);

•<= /span>(C) support interpretations or conclusi= ons with examples drawn from t= ext (2-3); and

•<= /span>(D) connect ideas and themes across tex= ts (1-3).

•<= /span>Writing/purposes. The student writes for a variety= of audiences and purposes, and = in various forms. The student is expected to:

•<= /span>(D) write in different forms for differ= ent purposes such as lists to record, letters to invite or thank, and stories or poems to entertain (1-3)

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Objectives

•<= /span>To identify, read, and discuss books that use the alphabet or a counting = structure to present their content.

•<= /span>To continue the process of self-discovery, exploring one’s physical <= /span>and social surroundings.

•<= /span>To explore the idea of community using the alphabet or counting book = format as a tool for creating and structuring a book.

•<= /span>

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=
Gathering the Sun
By Alma Flor Ada

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Creative Literacy Process

•Descriptive phase =

•Personal interpretative phase

•Critical/Multicultural= /Anti-bias phase

•Creative transformative phase

<= span style=3D'visibility:hidden'>•

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Modifications

•GT

•ELLs

•Learning Challenged= 3;

•<= /span>

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= Assessment

• Guidel= ines for Grading

•<= /span>Create child-friendly rubrics

•<= /span>Post Charts “What Good Writers Do” as a rubric.

•<= /span>Save examples(excellent ones and not so good ones)

•<= /span>Organize students in small discussion groups.

•<= /span>Ask students to rewrite a piece they wrote several months before.

•

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Bibliography

•<= /span>Ada, F. A. (2003). A magical encounter: Latino children’s literature in the

• = ; classroom. Boston,MA: Pear= son Education, Inc.

•<= /span>Ada, F. A. (1994). Gathering the sun: An alphabet in spanish and english.

•        = ;   In R. Zubizarreta (Trans.). China: Harper Collins Publishers, Inc.

•<= /span>Ada, F. A. & Campoy, F. I. (2004). Authors in the classroom: A

•        = ; transformative education process. Boston,MA: Pearson Education, Inc.

•<= /span>Baeur, K., Bruno, J.(Eds) & Drew, R. (1992). <= /span>Alternatives to worksheets.        = ;

•        = ;   Cypress, CA: Creative Teac= hing Press, Inc.

•<= /span>May, F. B. (2006). Teaching reading creatively: Reading and writing

•        = ; as communication. Upper Sa= ddle River, New Jersey: Pearson Prentice

•        = ; Hall.

•<= /span>Routman, R. (2005). Writing essentials: Raising expectations and results

•        = ; while simplifying teaching. Portsmouth,NH: Heinemann.


	ELLS W= ork with a partner provide them with the vocabulary they might use

1	Creating Books i= n the Classroom: A Transformative Approach. Claudia Ovalle Royalwood Elementary Sheldon ISD
2	Theory “A transformative approach is designed to connect student̵= 7;s personal lives and identities with literacy. This promotes student’s engagement with reading and writing much more effectively than an exclusive focus on isolated skills.As students discover the value of literacy for interpreting and recreating the world, books take on a greater meaning.” Alma Flor Ada & F. Isabel Campoy
3	Rationale “Transformative Education recognizes the importance of voice, = the need for education to foster critical consciousness that leads to speaking one’s personal and social truth. Voice takes special force when words are not only spoken but also written.” = ; &n= bsp; Alma Flor Ada (2003)
4	Benefits of Auth= oring Books Strengthen their literacy skills. Increase their interest in books and writing. Develop a greater understanding of the writing process and confidenc= e in themselves as authors. Strengthen their sense of identity and self-esteem.
5	TEKS<= /div> Reading/literary response. The student responds to vario= us texts. The student is expected to: (A) respond to stories and poems in ways that reflect understanding and interpretation in discussion (speculating, questioning) in writing, and through movement, music, art, and drama (2-3); (B) demonstrate understanding of informational text in various ways such as through writing, illustrating, developing demonstrations, and using available technology (2-3); (C) support interpretations or conclusions with examples drawn from text (2-3); and (D) connect ideas and themes across texts (1-3). Writing/purposes. The student writes for a variety of audiences and purposes, and in various forms. The student is expected to: (D) write in different forms for different purposes such = as lists to record, letters to invite or thank, and stories or poems to entertain (1-3)
6	Objectives To identify, read, and discuss books that use the alphabet or a coun= ting structure to present their content. To continue the process of self-discovery, exploring one’s physical and social surroundings. To explore the idea of community using the alphabet or counting book format as a tool for creating and structuring a book.
7	Gathering the Sun By Alma Flor Ada
8	Creative Literacy Process Descriptive phase Personal interpretative phase Critical/Multicultural/Anti-bias phase Creative transformative phase
9	Modifications GT ELLs Learning Challenged
10	Assessment Guidelines for Grading= Create child-friendly rubrics Post Charts “What Good Writers Do” as a rubric. Save examples(excellent ones and not so good ones) Organize students in small discussion groups. Ask students to rewrite a piece they wrote several months before.
11	Bibliography Ada, F. A. (2003). A magical encounter: Latino children’s literature in the = ; classroom. Boston,MA: Pearson Education, Inc. Ada, F. A. (1994). Gathering the sun: An alphabet in spanish and english. = ; In R. Zubizarreta (Trans.). China: Harper Collins Publishers,= Inc. Ada, F. A. & Campoy, F. I. (2004). Authors in the classroom: A = ; transformative education process. Boston,MA: Pearson Educatio= n, Inc. Baeur, K., Bruno, J.(Eds) & Drew, R. (1992). Alternatives to worksheets. = ; Cypress, CA: Creative Teaching Press, Inc. May, F. B. (2006). Teaching reading creatively: Reading and writing<= /li> = ; as communication. Upper Saddle River, New Jersey: Pearson Prentice = ; Hall. Routman, R. (2005). Writing essentials: Raising expectations and res= ults = ; while simplifying teaching. Portsmouth,NH: Heinemann.