Like! Try! Why!
"A great book should leave you with many experiences and slightly exhausted at the end. You should live several lives while reading it." William Styron
THE PROBLEM: You just finished an amazing YA book and you eager to dive into the next great read, but you don’t know what to read next. Or alternatively, you’ve read something amazing and have been searching for the perfect follow up read, but have come up short every time.
THE SOLUTION: Never fear readers, because Paws to Read is here to solve all your bookish problems! Introducing our weekly feature, Like? Try! Why? Each week we’ll pick a few popular books (and sometimes even TV shows or movies!!) that we adored and then PERSONALLY recommend what to read next. So sit back, relax and let this week’s Like, Try, Why introduce you to your next epic read!
6th grade students will be working in the library for the next two weeks in their ELA class to complete an online reader's profile and historical fiction research. We have been working on creating a comprehensive profile of each student as a reader, identifying their strengths and preferences while discovering a variety of tech tools that go hand in hand with reading. Attached is our template for the kinds of information we have been collecting and developing.
I read & liked ___________ by ________________
Summary from NoveList copy/pasted into Google Doc
book cover jpeg saved to file folder on netwtork.
I want to read ________________ by _____________ next
Summarycopy/pasted on GD
book cover jpeg saved to file folder on netwtork or Google Drive
All students have the step by step instructions with examples in their shared 6th gr. Google Folder on Google Drive. Students will need to sign into Google Drive to access this. This can be done from any browser on any internet enabled device. It does not have to be Google Chrome but this works the best.
Students without a Blue Valley email address are using the following proxy email to access our shared folder : email@example.com password: psmspanthers
You can refer the students to the project page for specific instruction and all necessary resources. Also, all instructions, handouts, examples, and the calendar can be found in our shared 6th grade Google Drive folder.
Why I Read
Determine a theme or central idea of a text and
how it is conveyed through particular details;
provide a summary of the text distinct from
personal opinions or judgments.
Compare and contrast texts in different forms or
genres (e.g., stories and poems; historical novels
and fantasy stories) in terms of their approaches
to similar themes and topics.
Write informative/explanatory texts to examine a
topic and convey ideas, concepts, and information
through the selection, organization, and analysis
of relevant content.
Produce clear and coherent writing in which
the development, organization, and style are
appropriate to task, purpose, and audience.
Use technology, including the Internet, to produce
and publish writing as well as to interact and
collaborate with others; demonstrate sufficient
command of keyboarding skills to type a minimum
of three pages in a single sitting.
Draw evidence from literary or informational texts
to support analysis, reflection, and research.
Speaking and Listening
Present information, findings, and supporting evidence clearly, concisely,
and logically such that listeners can follow the line of reasoning and the
organization, development, substance, and style are appropriate to purpose,
audience, and task.
Make strategic use of digital media (e.g., textual, graphical, audio, visual, and
interactive elements) in presentations to enhance understanding of findings,
reasoning, and evidence and to add interest.
Include multimedia components (e.g., graphics,
images, music, sound) and visual displays in
presentations to clarify information.
Adapt speech to a variety of contexts and tasks,
demonstrating command of formal English when
indicated or appropriate. (See grade 6 Language
standards 1 and 3 on page 52 for specific
AASL Standards for the 21st Century Learner
Standard 1 Inquire, think critically,
and gain knowledge.
1.1.1 Follow an inquiry based
seeking knowledge in
and make the realworld
using this process in
1.1.2 Use prior and
as context for new
1.1.8 Demonstrate mastery
of technology tools for
and pursuing inquiry.
1.1.9 Collaborate with others
to broaden and deepen
confidence and selfdirection
in the selection
of resources and
1.3.1 Respect copyright/
rights of creators
1.3.3 Follow ethical and legal
guidelines in gathering
and using information.
1.3.4 Contribute to the
exchange of ideas
within the learning
1.4.4 Seek appropriate help
when it is needed.
Standard 2 Draw conclusions, make
informed decisions, apply knowledge to
new situations, and create new knowledge.
2.1.2 Organize knowledge
so that it is useful.
2.1.3 Use strategies to
from information and
apply knowledge to
curricular areas, realworld
2.1.4 Use technology and
other information tools
to analyze and organize
2.1.5 Collaborate with
others to exchange
ideas, develop new
decisions, and solve
2.4.1 Determine how to act
on information (accept,
Standard 3 Share knowledge and
participate ethically and productively
as members of our democratic society.
to others in both
formal and informal
3.2.2 Show social
with others in learning
situations and by
and ideas during
teamwork by working
3.3.4 Create products that
apply to authentic,
3.3.5 Contribute to the
exchange of ideas
within and beyond the
Standard 4 Pursue personal and
4.1.8 Use creative and
artistic formats to
4.4.6 Evaluate own ability
to select resources
that are engaging
and appropriate for
You will be working in a group to create our own version of a Like? Try! Why? poster, Paws to Read, to give PSMS students new ideas about what they might like to read. We will create a poster that can be displayed in the library and your group will have a chance to present your Paws to Read during a school broadcast to give our entire student body ideas about what to read next!
Survey What Do I Read Next?
Take the survey below and then hit submit at the bottom of the form!