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Mitzi Porter Reference Collection Description of Site and Learners I teach English as a Second Language (ESOL) at Chestatee High School, which is located in Gainesville, Georgia. Chestatee high school is located in the beautiful, rolling hills of Northwestern Hall County in close proximity to the Chestatee River, the schools namesake. The word "Chestatee" is a Cherokee Indian term which, when translated to English means, "place of light." In literature, light is often symbolic of truth. The main goal at Chestatee is to instill truth and knowledge in young people, thereby making our school a "place of light." The Hall County School System is comprised of 33 schools (20 Elementary, 6 Middle, 6 High, and 1 Evening). There are 3, 249 teachers and staff members employed with the Hall County School System. The total district enrollment is 25,706. Chestatee High School serves 1,135 students. There are 117 staff members, 77 teachers, and 4 administrators. The percentage of English to Speakers of Other Languages (ESOL) students based on the 2011 student record was 5.1%. Of the student population, 62% are White, 32% are Hispanic, 2% are Black, 2% are multiracial, and 1% are Asian (see graph below).4 Student-Teacher Ratio: 15:1

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Percent
Asian 32 Black Hispanic Multi Racial 2 White

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Chestatee High Schools mission statement is, Chestatee . . . illuminating minds and changing lives. The primary focus of CHS is learning. The teachers at CHS understand that all students learn at different rates and in different ways. The cultural diversity at CHS increases students understanding of all cultures. The faculty and staff at CHS share the commitment that students learning is essential among students, parents, educators, and the community. The teachers at CHS integrate real world experiences and technology into the curriculum. The students have access to a variety of technology equipment (see below). AVRover CompuCart EIKI 1 EIKI 2 InFocus 1 Flip Video Cameras A set of 4 Flip Video Cameras B set of 4 Class Response System Media Computers Netbook Cart 1 with 32 netbooks Tablet Cart 1 with 15 Motorola Zooms Laptop Cart 1 with 30 Laptops Laptop Cart 2 with10 Laptops Computer Lab 33 Computer Lab 35 The CHS media center is located at the center of the school. The media center contains 14,845 books, which average to about 13 books per student. There are 35 desktop computers, a LCD projector, and a Destiny search center. Curriculum Review The focus of this assignment was on the area of ELA, ESOL, and social studies with a target population of eleventh graders. I specifically focused on the Civil War era. The ESOL

students receive sheltered English classes; however, the students are mainstreamed in social studies. The reading levels of the students are varied. The following standards were addressed with this assignment:

ELAALRL1 The student demonstrates comprehension by identifying evidence (i.e., examples of diction, imagery, point of view, figurative language, symbolism, plot events and main ideas) in a variety of texts representative of different genres (i.e., poetry, prose [short story, novel, essay, editorial, biography], and drama) and using this evidence as the basis for interpretation. ELA11LSV2 The student formulates reasoned judgments about written and oral communication in various media genres. The student delivers focused, coherent, and polished presentations that convey a clear and distinct perspective, demonstrate solid reasoning, and combine traditional rhetorical strategies of narration, exposition, persuasion, and description. ELAALRL3 The student deepens understanding of literary works by relating them to their contemporary context or historical background, as well as to works from other time periods.

SSUSH9 The student will identify key events, issues, and individuals relating to the causes, course, and consequences of the Civil War.
SSUSRC1 Students will enhance reading in all curriculum areas by: a. Reading in All Curriculum Areas: Read a minimum of 25 grade-level appropriate books per year from a variety of subject disciplines and participate in discussions related to curricular learning in all areas. Read both informational and fictional texts in a variety of genres and modes of discourse. Read technical texts related to various subject areas.

Standard ELAALRL1

Concept Demonstrates comprehension by identifying evidence.

The student identifies, analyzes, and applies knowledge of the

Tasks/Activities/Products a. Locates and analyzes such elements in fiction as language and style, character development, point of view, irony, and structures (i.e., chronological, in medias res, flashback, frame narrative, epistolary narrative) in works of American fiction from different time periods. b. Identifies and analyzes patterns of

Resources 1. Media center resources. 2. American Literature textbook 3. Graphic organizers 4. Novels

structures and elements of American fiction and provides evidence from the text to support understanding.

imagery or symbolism. c. Relates identified elements in fiction to theme or underlying meaning. d. Analyzes, evaluates, and applies knowledge of the ways authors use techniques and elements in fiction for rhetorical and aesthetic purposes. e. Analyzes the influence of mythic, traditional, or classical literature on American literature. f. Traces the history of the development of American fiction. a. Analyzes and explains the structures and elements of nonfiction works of American literature such as letters, journals and diaries, speeches, and essays. b. Analyzes and evaluates the logic and use of evidence in an authors argument. c. Analyzes, evaluates, and applies knowledge of the ways authors use language, style, syntax, and rhetorical strategies for specific purposes in nonfiction works.

ELA11LSV2

The student identifies, analyzes, and applies knowledge of the purpose, structure, and elements of nonfiction and/or informational materials and provides evidence from the text to support understanding. When responding to visual and oral texts and media (i.e., television, radio, film productions, and electronic media), the student:

1. Media center resources 2. American Literature textbook 3. Novels 4. Speeches 5. Non-fiction 6. Audios

The student compares and contrasts specific characteristics of different genres as they develop

a. Recognizes strategies used by the media to inform, persuade, entertain (i.e., advertisements, perpetuation of stereotypes, use of visual representations, special effects, language). b. Analyzes visual or aural techniques used in a media message for a particular audience and evaluates their effectiveness. c. Develops and applies criteria for assessing the effectiveness of the presentation, style, and content of films and other forms of electronic communication. d. Identifies the aesthetic effects of a media presentation (i.e.,

1. Media center resources 2. American Literature textbook 3. Novels 4. Speeches 5. Non-fiction 6. Audios 7. Videos

and change over time for different purposes (i.e., personal, meditative Colonial writing vs. public, political documents of the Revolutionary era, or replication of traditional European styles [Bradstreet, Taylor] vs. emerging distinctive American style [Dickinson, Whitman] in poetry).

layout, lighting, color, camera angles, background, etc.) e. Analyzes the effect of dialect and language on positive or negative stereotypes among social groups. i. sound: alliteration, end rhyme, slant rhyme, internal rhyme, consonance, assonance ii. form: fixed and free, lyric, ballad, sonnet, narrative poem, blank verse iii. figurative language: personification, imagery, metaphor, conceit, simile, metonymy, synecdoche, hyperbole, symbolism, allusion b. Analyzes and evaluates the effects of diction and imagery (i.e., controlling images, figurative language, extended metaphor, understatement, hyperbole, irony, paradox, and tone) as they relate to underlying meaning. c. Traces the historical development of poetic styles and forms in American literature. Relates a literary work to the seminal ideas of the time in which it is set or the time of its composition. i. Native American literature ii. Colonial/Revolutionary/National literature b. Relates a literary work to the characteristics of the literary time period that it represents. i. Romanticism/Transcendentalism ii. Realism iii. Naturalism iv. Modernism (including Harlem Renaissance) v. Postmodernism

ELAALRL3

The student relates a literary work to primary source documents of its literary period or historical setting; the student:

1. Media center resources 2. American Literature textbook 3. Novels 4. Speeches 5. Non-fiction 6. Audios 7. Videos

SSUSH9

The student will identify key events, issues,

a. Explain the Kansas-Nebraska Act, the failure of popular sovereignty, Dred Scott case,

1. Media center resources 2. American

and individuals relating to the causes, course, and consequences of the Civil War.

b.

c.

d.

e. f.

and John Browns raid. Describe President Lincolns efforts to preserve the Union as seen in his second inaugural address and the Gettysburg speech and in his use of emergency powers, such as his decision to suspend habeas corpus. Describe the role of Ulysses S. Grant, Robert E. Lee, Stonewall Jackson, William Tecumseh Sherman, and Jefferson Davis. Explain the importance of Fort Sumter, Antietam, Vicksburg, Gettysburg, and the Battle for Atlanta and the impact of geography on these battles. Describe the significance of the Emancipation Proclamation. Explain the importance of the growing economic disparity between the North and the South through an examination of population, functioning railroads, and industrial output.

3. 4. 5. 6. 7. 8. 9.

History Novels Speeches Non-fiction Audios Videos Biographies References

Collection Evaluation As of October 25, 2011, there were 5,393 circulations, with a monthly circulation average of 2098. The media book budget for FY 2012 is $13, 596. All encumbered is based on student, teacher, and curriculum needs. Year 2011-2012 Total Circulations (as of 10/25/2011) 5,393 (as of 9/14/2011) 3,147 Monthly Average Circulation 1961 2098 Total Holds Placed 115 65

The media center was visually inspected. The fiction book section offers many choices for different readers interests. The reference and story collection are located on bookshelves centrally located next to the fiction section. Spanish and easy materials are shelved near the front entrance along with periodicals, test study guides, current award books, and magazines. Audio books, graphic novels, and comics can be found on the shelves next to the Spanish and easy materials. A survey was created using surveymonkey.com in order to ascertain students and teachers recommendations for the media center (see below).

Teacher Survey Results Welcoming Open to all Media specialist strives to meet the needs of all learners and educators

Student Survey Results Media Specialist is nice. Enjoy going to the library to check out books Wish we could have a library similar to that of a book store where we can go and socialize while reading Need a larger variety of book More graphic novels Very few laptops No room to sit and read Cluttered

Suggestions

Add additional places for reading Purchase more popular books for recreational reading Allow the students to have book talks so that the students can socialize

Plethora of resources SLMS available to plan lessons for/with teachers and teachers SLMS offers instruction with/for technology and other resources Destiny- user friendly

Add laptop accessibility Redecorate the LMC, removing the clutter More equitable scheduling so that there is time for all, more places to sit and read, more "color" in terms of having pictures or class projects on display,

Massive eBook and tangible book selection Range of technology that is available for students and teachers. Our students all enjoy going to the M.C. We have a wonderful media specialist, who actively pursues and acquires new and innovative technology for us. We operate on a greater desire to implement technology in our classroom because of the access we have to technology. The whole layout of our media center is very conducive to both learning and entertainment, a great combination. Often crowded, not always available, a certain number of teachers "hog" media center time and resources and not much is done about it.

visiting authors & guest speakers, participate in Read Across America Day. Faster computers More books, bigger facility to house more computers More entrances to the media center would offer a greater extension of student services More student computers

Hard to schedule time there with over 70 teachers and classes around the school. Need more resources The most negative aspect to the media center is the lack of space. I wish our media center was capable of handling several classes at once without distractions.

Results of the survey indicated that teachers and students would like more resources, a larger variety of books, more graphic novels, and popular books for recreational reading. In reviewing our collection, I noticed that we had subscriptions to 7 Ebooks, none of which were related to ELA or Social Studies. Many of the non-fiction books related to the Civil War were located in the 900 section. I began my assessment of the CHS media center collection by first evaluating the physical shelf life of the social studies collection. Most of the books appeared to be in good condition. I asked the SLMS to run a report for me so that I could determine the average age of the social studies collection, and more specifically the average date on which the information in the collection was published. The SLMS ran a collection age and collection circulation reports; she was not able to search under the keyword, Civil War. Neither of these reports yielded the information on collection age/circulation. I was able to determine by searching that the oldest book was published in 1960 and the most current in 2011. Our SLMS

Your Current Collection

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does not have the capabilities to run a Mackin Collection Analysis. The following table describes the non-fiction section. Most of the material on the Civil War is located in the 900s section, the largest section. The average copyright collection, as shown below, is 12 years old. The average age of the History material is 11 years.

Current Collection Category 000 Computer Science & General Works 100 Philosophy & Psychology 200 Religion 300 Social Sciences 400 Languages 500 Natural Sciences & Mathematics 600 Technology 700 The Arts 800 Literature & Rhetoric 900 History 92 Biography Avg Age 2002 2001 2000 2002 1998 1999 2002 2000 1993 2001 415 Collection 145 446 500 2,227 436 603 1,416 1,528 672 4,092 888 % Collection 0.19% 0.57% 0.64% 02.87% 00.56% 00.78% 01.83% 01.97% 00.87% 05.97% 01.14% Avg Age in Year 10 11 12 10 14 13 10 12 19 11 14

Through the Destiny search engine, I determined that there were nine videos related to the Civil War that were published in 1993. In evaluating the media center resources; I noted that there were no graphic novels, EBooks, playaways, or Spanish books on the Civil War. Therefore, this was a consideration in determining resource needs. The collection analysis clearly indicates several weak areas in the Chestatee High School School Media Center. The lack of media variety guided the selection process. Budget Summary Spanish Material

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English to Speakers of other Languages (ESOL) supports and enhances literacy and listening skills necessary for success in the content areas, with particular interests in reading and writing across the content areas. Therefore, the ESOL teacher helps students develop academic skills, especially in reading and writing. It is crucial that the ESOL teacher and SLMS collaborate on resources for English language learners (Ells). We currently do not have any books related to the Civil War in Spanish. Thirty-two percent of CHSs students are Hispanic. In order to strengthen the current Spanish book collection, I ordered four books totaling $53.43 on Civil War material in Spanish. Graphic Novels The Chestatee High School media center houses many graphic novels; however, there were no related graphic novels related to the Civil War. Since graphic novels are known for their rich illustrations and an accessible text for diverse readers, I thought that these might be beneficial to students with low English proficiency. I spent $137.27 on the purchase of seven graphic novels related to the Civil War. As an ESOL teacher, I understand that using graphic novels provides an alternative to traditional texts and helps to increase engagement among struggling readers.

Playaways Playaways are the newest addition to audio books. Playaways come fully loaded with books, so there is no downloading required. Hence, they are portable audio books. I spent $60.04 on a playaway titled, The American Heritage History of the Civil War. Audio Since 32% of our student population is second language learners, I thought that it was important to order audio material as a supportive resource. In order to become proficient in

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English, Ells need to have content audio book materials for language support. According to the CHS collection report, there are six resources that are audio related. Therefore, I spent $657.14 on audio material specifically related to the Civil War. Nonfiction The use of excellent nonfiction resources can greatly enhance ESOL lessons and support the students in the content area. When students expect and understand the features of nonfiction materials, they can access the information with clarity and comprehension. I spent $1033.66 on nonfiction material related to the Civil War. Fiction Fiction books contain stories that are not true. Multiple approaches to reading for Ells is very important. Therefore, the students must have access to a variety of reading materials, including fiction material. Reading helps to enhance vocabulary across content areas. The SLMS is an important resource for Ells. Therefore, I spent $213.63 on fiction material specifically related to the Civil War. Ebooks Ebooks appeal to a generation growing up with technology. English language learners can use the advanced note-taking and note-management features, a highlighter tool, a search functions with Ebooks. Ebooks, electronic books, can be frequently updated, and also allows the students to link to newspaper articles and other supplementary text materials such as audio and visual aids. Therefore, I spent $1356.15 on Ebooks related to the Civil War. The following table is an overall summary of Civil War materials recommended for purchase.

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Type of Resource Non-fiction Print Media Fiction Video Spanish Language EBooks Graphic Novels Playaways Audio Total

Amount of resources 13 9 6 4 10 7 1 7 58

Cost $ 1033.66 $ $ $ 231.63 454.99 53.73

$ 1356.15 $ $ $ 137.27 60.04 657.14

$ 3984.61

Key Web Resources In addition to the aforementioned resources, I developed a resource page using a Web 2.0 tool with resources related to the Civil War. It is important for teachers and students to have access to wey web resources in addition to media resources. The Civil War resources can be found at http://www.jogtheweb.com/run/xI3eKtf77uQE/Civil-War.