Prewriting+-+Assignment1.4

﻿ ||  || ﻿pink = Leslie
 * Teacher || Student ||
 * more planning, more ideas (Kindergarten teacher) ﻿ ﻿Peg ﻿ || more individualized attention (Kindergarten teacher) ||
 * deeper into curriculum (3rd grade teacher) ﻿Judy P. || library is classroom (Kindergarten teacher) ||
 * expanded instruction (Art teacher) ﻿Tracy || authentic learning (3rd grade teacher) ||
 * <span style="color: #ff00ff; display: block; font-family: 'Comic Sans MS',cursive; font-size: 150%;">help with curriculum (Principal) <span style="color: #ff00ff; display: block; font-family: 'Comic Sans MS',cursive; font-size: 150%;"><span style="color: #00ffff; font-family: 'Comic Sans MS',cursive;">﻿Tracy - Only other teacher with global perspective of building. <span style="color: #00ffff; display: block; font-family: 'Comic Sans MS',cursive;">﻿ || <span style="color: #ff00ff; display: block; font-family: 'Comic Sans MS',cursive; font-size: 150%;">learn how to find answers to questions ﻿<span style="color: #00ffff; font-family: 'Comic Sans MS',cursive;">﻿on their own ﻿﻿ (3rd grade teacher) <span style="color: #00ffff; font-family: 'Comic Sans MS',cursive;">﻿since it is the 21st century  ||
 * <span style="color: #ff00ff; display: block; font-family: 'Comic Sans MS',cursive; font-size: 150%;">make projects work (7th grade L.A. teacher) <span style="color: #00ffff; font-family: 'Comic Sans MS',cursive;">﻿Mary Ann- knowledgeable, takes ideas from teacher and runs with it. Resourceful, comes up with ideas || <span style="color: #ff00ff; display: block; font-family: 'Comic Sans MS',cursive; font-size: 150%;">effectively evaluate sites (Principal) <span style="color: #00ffff; display: block; font-family: 'Comic Sans MS',cursive;">﻿Impacts achievement and uses small groups in library. ||
 * <span style="color: #ff00ff; display: block; font-family: 'Comic Sans MS',cursive; font-size: 150%;">learn along with the kids (7th grade S.S. teacher) <span style="color: #00ffff; font-family: 'Comic Sans MS',cursive;">﻿Pat || <span style="color: #ff00ff; display: block; font-family: 'Comic Sans MS',cursive; font-size: 150%;">welcoming place (7th grade L.A. teacher) <span style="color: #00ffff; font-family: 'Comic Sans MS',cursive;">﻿Place of learning  ||
 * <span style="color: #ff00ff; display: block; font-family: 'Comic Sans MS',cursive; font-size: 150%;">materials, computer assistance, fiction, non-fiction (8th grade L.A. teacher) <span style="color: #00ffff; font-family: 'Comic Sans MS',cursive;">﻿Karen- great ideas, welcoming, use of wikis, guided teacher, model book talks, provide notes to make connections. || <span style="color: #ff00ff; display: block; font-family: 'Comic Sans MS',cursive; font-size: 150%;">reading, research, presentation (7th grade L.A. teacher) ||
 * <span style="color: #ff00ff; display: block; font-family: 'Comic Sans MS',cursive; font-size: 150%;">team teach (8th grade L.A. teacher) || <span style="color: #ff00ff; display: block; font-family: 'Comic Sans MS',cursive; font-size: 150%;">internalizing knowledge (8th grade L.A. teacher) <span style="color: #00ffff; font-family: 'Comic Sans MS',cursive;">﻿Guided students ||
 * <span style="color: #ff00ff; display: block; font-family: 'Comic Sans MS',cursive; font-size: 150%;">common strands across curriculum (8th grade L.A. teacher) || <span style="color: #00ffff; display: block; font-family: 'Comic Sans MS',cursive;">﻿﻿Children notice art techniques in books they read. This helped in the art room with design. (3rd grade art teacher Tracy) ||
 * <span style="color: #00ffff; display: block; font-family: 'Comic Sans MS',cursive;">﻿rubrics to guide work and use during evaluation, focus on integrating writing across the curriculum (Diane, High School Art) || <span style="color: #00ffff; display: block; font-family: 'Comic Sans MS',cursive;">﻿integrate research and writing process, better use rubrics to guide written work and art work, rubrics helpful to self evaluate (Diane, High School Art) ||
 * Approached teacher, made my ideas better, developed guidelines, created rubrics, worked together, shared grading responsibilities during presentations (High School English- Kelly) || ﻿Students enjoyed ideas (High School English- Kelly) ||
 * Great experience, great project, lend her expertise, not just pulling books, worked through my vague ideas, use of technology such as digital story telling (High School English- Sherri) || <span style="color: #00ffff; display: block; font-family: 'Comic Sans MS',cursive;">﻿100% of kids completed projects ||
 * <span style="color: #ff00ff; display: block; font-family: 'Comic Sans MS',cursive;">"To improve skills of teachers, principals and other administrators should foster the creation of schedules, facilities, and librarian-teacher relationships that enable librarians to be "resident" providers of inservice professional development to teachers." Lance, K., Rodney, M., and Schwartz, B. The Impact of School Libraries on Academic Achievement: A Research Study Based on Responses from Administrators in Idaho. In School Library Monthly. XXVI, 9, May 2010. 14-17. <span style="color: #ff00ff; display: block; font-family: 'Comic Sans MS',cursive;">