TLA 2012 Outline
Title of the Program: Learning4Life: Advocacy through Coteaching Deep Comprehension
Judi's comments
Kendra's comments
Becky's comments
Gloria's Comments
1 Hour and 40 Minutes

Here is our original proposal:

Compilation of Multimedia Introductions

Leadership in Reading (Elevator Speech) - Introductions - Who are they? and overview (5 minutes)

Do we each want to write a 30-second elevator speech about leadership in reading as a way to introduce ourselves?

I've got an elevator speech in the works. I was going to highlight how I like to incorporate myself into PLC's and committees where teachers are serving in order to gain insight into what they do and share what we can accomplished together.

Judi's Elevator Speech

I think one elevator speech as an example - then explain how to write their own to use when needed. I think it is handy to have one made up - in your mind or on paper - that you change to meet the needs of what you are requesting/proposing. For librarians to walk out with a started elevator speech would be great - most may not even know how to write one!
I am impressed with the elevator speeches on the AASL website (link below.) I think we should highlight one or more of those with participants. (Offer a fill-in-the-blank template? - Exit Slip at the end)

Gloria and I had thought that writing our own speeches would be a great way to introduce ourselves, but we can skip that if Kendra and Becky do not want to do that.
I am fine with each of us writing our own elevator speeches. I like that idea as a way of introducing ourselves.
It is fine to spotlight these School Librarians' Role in Reading elevator speeches: (I wrote the one for classroom teachers and other specialists.)

Making a Case for Deep Reading - (5 mins)

What are we talking about here?
GV - I feel here we could present JM's PREZI. Sticking with it will allow us to move into co-teaching.
This was the piece I wanted to share. I thought of adapting my SLJ Summit Prezi presentation:
I like this, too.
The idea is to help student move beyond skimming and scanning to practice deep reading for meaning making.

Making a Case for Coteaching (Judi) - Animoto Video:

Overview of the School Librarian’s Role in Reading Position Statement – Focus on reading comprehension bullet points (10 mins)

GV - Can we each select a piece of the tool kit and discuss it?

Puzzle reading comprehension and information literacy standards alignment and discussion. (15 - 20 mins) -

Do you think 6th-grade is a good middle ground choice? I can take responsibility for the puzzles. I have 15 or so copies of a 6th-grade example. I will make additional copies.

What types of puzzles are we talking about here? It's difficult for me to see how a secondary classroom teacher will devote library time for this, unless we can relate the skill to something that they are covering anyway. Example -- this year an English teacher brought in her class to the library to complete a NY Times crossword about the Great Depression as a background-building exercise for upcoming novel. AND, I incorporated ideas about how to find answers to those type of questions using reference books and online tools. (We talked about how to enter a search in Google, how to use indexes to find answers, etc.) Is this what we are talking about here?

The puzzle is an alignment chart that aligns 6th-grade ELA-R TEKS and AASL Standards for the 21st Century. The idea is to show that the AASL standards are aligned with reading strategies. I have done this with K-12 librarians. The link takes you to a similar alignment chart.
Sorry, I didn't understand that this was a puzzle that participants would do. So, the puzzle works how -- matching the reading comp strategy to the 21CL standard? Or matching TEKS with 21 CL standards?

Puzzle Form (ELA-R TEKS) and Pieces (AASL indicators) - I should have shared these earlier for clarification. Puzzle based on:

Introduce Each Piece with Multimedia

Elementary, middle and high school librarian panel will share their experiences and outcomes from coteaching reading comprehension strategies. (45 minutes - 15 minutes each)

Is ten minutes enough time for each of you? I think we can safely shorten the two pieces below. Will you each have PPT slides? I am hoping you will have photos or video of your collaborative partner(s) and/or students and student work.

What about finished projects from your collaborative lesson - a glogster, a photopeach slideshow, blabberize (whatever media is used) or do you want everything to be on ppt to show the reading skill and how it was taught/used?
Duh! Now we have a good 15 minutes for each of you!

GV - I am using a youblisher( It is multimedia but reads like a book... 10 - 15 minutes is perfect.

What I was wanting to highlight was the student-created book trailer project that we have done for two years with one of our technology teachers. I thought it could represent the "visualizing" or "synthesizing" stages. I'd like to show how the students' email correspondence with librarian helped them hone in on what to say, what to convey in the trailers. Do you think this fits? Could also go with questioning, but rather than students self-questioning, I question them to draw responses from them to clarify confusing parts of their trailers....

As far as I'm concerned, the three of you can share whatever you have done. The focus is on reading comprehension so anything that addresses reading strategies works
Ok, so as long as we choose different reading comp strategies to highlight, then we are good. So, for example, I will reference the AASL pdf document on visualizing
( and connect it back to my book trailer assignment. There are 7 reading comp strategies, so I can connect three of those (maybe more) to this one assignment. Should we each try to cover different strategies, or does it matter since we are across different age levels?
GV - In my opinion, each one should be able to touch on any of them that may apply to the products they are showcasing. For example, I am including ways in which I use the toolkit in my library since I am familiar with the strategies and I've modified them to fit my district's initiatives. I am using questioning on one of the products but we do use the visualization as well. Since we are all different levels, these strategies look a bit different for each level. This way the participants can see how they can best fit it to their needs.

Self-Assessment from School Librarian's Role in Reading Toolkit (.doc) Outline the toolkit from the School Librarian’s Role in Reading Task Force (5 minutes)

I think we need to make a big deal of this link (above.) I don't think librarians know about this, and I think we should definitely reference the components of it.

If we each incorporate the strategy-specific .pdf from this site, then we will have referenced it several times.

Discuss how participants will apply the contents of the session and use it to advocate with library stakeholders for the instructional partnership role of school librarians. (10 minutes)

Exit Slip - Elevator Speech Template

In bookmark format with AASL website address?

3/21: Becky, do you want to give us an example? I was thinking more in terms of a one-page handout for them to fill out with a partner as a take-away at the end of the session.

Becky's comments made me think that we should have a link to the School Librarian's Role in Reading Toolkit page (rather than or in addition to our wiki). It seems to me a business card-sized handout is too small for this presentation!

The question for me now is do you each want to have a page on the wiki to link your examples - or not? If not, we do not need to spruce up the wiki. If yes, we do.