Read Aloud A Read Aloud : The time when someone else Reads to us is magical, at least in part, because the act of decoding is done by someone else.

A Read Aloud : The time when someone else Reads to us is magical, at least in part, because the act of decoding is done by someone else.

A Mouthful by Paul Jennings Parents are embarrassing. Take my dad. Every time a friend comes to stay the night, he does something that makes my face go red. Now don’t get me wrong. He is a terrific dad. I love him but sometimes I think he will never grow up. He loves playing practical jokes. This behavior first started the night Anna came to sleep over. Unknown to me, Dad sneaks into my room and puts Doona, out cat, on the spare bed. Doona loves sleeping on bed. What cat doesn’t? Next Dad unwraps a little package that he has bought at the magic shop.

Parents are embarrassing.

Take my dad. Every time a friend comes to stay the night, he does something that makes my face go red. Now don’t get me wrong. He is a terrific dad. I love him but sometimes I think he will never grow up.

He loves playing practical jokes.

This behavior first started the night Anna came to sleep over.

Unknown to me, Dad sneaks into my room and puts Doona, out cat, on the spare bed. Doona loves sleeping on bed. What cat doesn’t?

Next Dad unwraps a little package that he has bought at the magic shop.

Do you know what is in it? Can you believe this? It is a little piece of brown plastic cat poo. Pretend cat poo. Anyway he puts this piece of cat poo on Anna’s pillow and curls up the blankets. Then he tiptoes our and closes the door. I do not know any of this is happening. Anna and I are sitting up late watching videos. We eat chips covered in sauce and drink two whole bottles of Diet Coke. Finally we decide to go to bed. Anna takes ages and ages cleaning her teeth. She is one of those kids who is into health. She has a thing about germs. She always places Paper on the toilet seat before she sits down. She is so clean.

Do you know what is in it? Can you believe this? It is a little piece of brown plastic cat poo. Pretend cat poo. Anyway he puts this piece of cat poo on Anna’s pillow and curls up the blankets. Then he tiptoes our and closes the door. I do not know any of this is happening. Anna and I are sitting up late watching videos. We eat chips covered in sauce and drink two whole bottles of Diet Coke.

Finally we decide to go to bed. Anna takes ages and ages cleaning her teeth. She is one of those kids who is into health. She has a thing about germs. She always places Paper on the toilet seat before she sits down. She is so clean.

Anyway, she puts on her tracksuit bottoms and gets ready for bed. Then she pulls back the blankets. Suddenly she sees the bit of cat poo. “Ooh, ooh, ooh,” she screams. “Oh look, disgusting. Foul. Look what the cat’s done on my pillow.” Suddenly Dad bursts into the room. “What’s up, girls?” he says with a silly grin on his face. “What’s all the fuss about?” Anna is pulling a terrible face. “Look,” she says in horror as she points at the pillow. Dad goes over and examines the plastic poo. “Don’t let a little thing like that worry you,” he says. He picks up the plastic poo and pops it into his mouth. He gives a grin. “D’licioush,”he says through closed lips. “ Aargh,” screams Anna. She rushes over to the window and throws up chips, sauce, and Diet Coke. Then she looks at Dad in disgust.

Anyway, she puts on her tracksuit bottoms and gets ready for bed. Then she pulls back the blankets. Suddenly she sees the bit of cat poo. “Ooh, ooh, ooh,” she screams. “Oh look, disgusting. Foul. Look what the cat’s done on my pillow.” Suddenly Dad bursts into the room. “What’s up, girls?” he says with a silly grin on his face. “What’s all the fuss about?”

Anna is pulling a terrible face. “Look,” she says in horror as she points at the pillow.

Dad goes over and examines the plastic poo. “Don’t let a little thing like that worry you,” he says. He picks up the plastic poo and pops it into his mouth. He gives a grin. “D’licioush,”he says through closed lips.

“ Aargh,” screams Anna. She rushes over to the window and throws up chips, sauce, and Diet Coke. Then she looks at Dad in disgust.

Dad is a bit taken aback at Anna being sick. “It’s okay,” he says, taking the plastic poo out of his mouth. “It’s not real.” Dad gives a laugh and off he goes. And off goes Anna. She decides that she wants to go home to her won house. And I don’t blame her. “ Dad,” I yell after Anna is gone. “I am never speaking to you again.” “ Don’t be such a baby.” he says. “It’s only a little joke.” It’s always the same. Whenever a friend comes over to stay, Dad plays practical jokes. We have fake hands in the trash, exploding drinks, pepper in the food, shortsheeted beds, and Dracula’s blood seeping out of Dad’s mouth. Some of the kids think it’s great. They wish their dads were like mine.

But I hate it. I just wish he was normal. He plays tricks on Bianca. And Yasmin. And Nga. And Karla. None of them go home like Anna. But each time I am so embarrassed. And now I am worried. Cynthia is coming to stay. She is the school captain. She is beautiful. “ Dad,” I say. “No practical jokes. Cynthia is very nature. Her father would never play practical jokes. She might not understand.” “ No worries,” says Dad.

But I hate it. I just wish he was normal. He plays tricks on Bianca.

And Yasmin.

And Nga.

And Karla.

None of them go home like Anna. But each time I am so embarrassed.

And now I am worried. Cynthia is coming to stay. She is the school captain. She is beautiful.

“ Dad,” I say. “No practical jokes. Cynthia is very nature. Her father would never play practical jokes. She might not understand.”

“ No worries,” says Dad.

Cynthia arrives, but we do not watch videos. We slave away on our English homework. We plan our speeches for the debate in the morning. We go over our parts in the school play. After all that, we go out and practice shooting baskets, because Cynthia is captain of the basketball team. Every now and then I pop into the bedroom to check for practical jokes. It is best to be on the safe side. We also do the dishes because Cynthia offers– yes— offers to do it. Finally, it is time for bed. Cynthia changes into her nightie in the bathroom and then joins me in the bedroom. “The cat’s on my bed,” she says. “But I doesn’t matter. I like cats.” She pulls back the blankets. And screams. “Aagh. Cat poo. Filthy cat poo on my pillow.” She yells and yells and yells.

Cynthia arrives, but we do not watch videos. We slave away on our English homework. We plan our speeches for the debate in the morning. We go over our parts in the school play. After all that, we go out and practice shooting baskets, because Cynthia is captain of the basketball team. Every now and then I pop into the bedroom to check for practical jokes. It is best to be on the safe side.

We also do the dishes because Cynthia offers– yes— offers to do it.

Finally, it is time for bed. Cynthia changes into her nightie in the bathroom and then joins me in the bedroom. “The cat’s on my bed,” she says. “But I doesn’t matter. I like cats.” She pulls back the blankets.

And screams. “Aagh. Cat poo. Filthy cat poo on my pillow.” She yells and yells and yells.

Just then Dad bursts into the room with a silly grin on his face. He goes over and looks at the brown object on the pillow. “Don’t let a little think like that worry you,” he says. He picks it up and his face freezes over. “ Are you looking for this?” I say. I hold up the bit of plastic poo that Dad had hidden under the blankets earlier that night. Dad looks at the cat. Then he rushes over to the window and is sick. Cynthia and I laugh like mad. We do love a good joke.

Just then Dad bursts into the room with a silly grin on his face. He goes over and looks at the brown object on the pillow. “Don’t let a little think like that worry you,” he says. He picks it up and his face freezes over.

“ Are you looking for this?” I say.

I hold up the bit of plastic poo that Dad had hidden under the blankets earlier that night.

Dad looks at the cat.

Then he rushes over to the window and is sick.

Cynthia and I laugh like mad.

We do love a good joke.

Books by Dr. Janet Allen On the Same Page: Shared Reading Beyond the Primary Grades Yellow Brick Roads: Shared and Guided Paths to Independent Reading, 4–12 Words, Words, Words: Teaching Vocabulary in Grades 4–12 It’s Never Too Late: Leading Adolescents to Lifelong Literacy There’s Room for Me Here: Literacy Workshop in the Middle School (co-authored with Kyle Gonzales) Reading History: A Practical Guide to Improving Literacy (co-authored with Christine Landaker) Read-Aloud Anthology: 35 Short, Riveting Read-Alouds (with Patrick Daley) Using Literature to Help Troubled Teenagers Cope with End-of-Life Issues Best Little Wingman Inside Words: Tools for Teaching Academic Vocabulary Grades 4–12 Plugged-in to Nonfiction is the culmination of Dr. Janet Allen’s 35 years in education, 20 of them in her own classroom, and her extensive involvement as a researcher in adolescent literacy. She is an inspiring mentor to classroom teachers across the country. An international consultant, researcher, author, innovator, and veteran educator, Dr. Janet Allen has become a major force in literacy work with at-risk students. She began her professional life in northern Maine as a teacher of high school reading and English. Moving to the University of Central Florida, she taught English and reading education, directed the Central Florida Writing Project, and assisted in the creation of the Orange County Literacy Project. She is the recipient of many teaching awards, including the Milken Foundation’s National Educator Award. Plugged-in to Nonfiction’s Creator

To, With, By Reading Writing Assessment Self & Peer- assessment Rubrics Surveys Portfolios Conferences Read & Retell Running Records Rubrics Test-taking Strategies Independent Writing ILE Shared Writing Guided Writing Read Aloud Independent Reading ILE Shared Reading Guided Reading Read Aloud BY WITH TO

Self & Peer-

assessment

Rubrics

Surveys

Portfolios

Conferences

Read & Retell

Running Records

Rubrics

Independent

Writing

ILE

Shared

Writing

Guided

Writing

Independent

Reading

ILE

Shared

Reading

Guided

Reading

“ Somebody showed it to me and I found it by myself.” Lew Welch

“ Somebody showed it to me and I found it by myself.”

Lew Welch

“… the clearest differentiator in reading between students who are college ready and student who are not is the ability to comprehend complex texts.” ACT: Reading Between the Lines

“… the clearest differentiator in reading between students who are college ready and student who are not is the ability to comprehend complex texts.”

ACT: Reading Between the Lines

Power Strategies- Teacher’s Guide page XXX-XXXI Content/Specialized Vocabulary Text Features Text Structures Monitoring Understanding Previewing Text Activating Background Knowledge Questioning Noting, Organization, and Retrieving Information

Content/Specialized Vocabulary

Text Features

Text Structures

Monitoring Understanding

Previewing Text

Activating Background Knowledge

Questioning

Noting, Organization, and Retrieving Information

Everything You Need Teacher Guide Resource Binder Audio support and print books Teacher-Directed Instruction 24 print copies and 2 Recorded Books copies of the 1 Core Text Peer-Supported Learning 8 print copies and 2 Recorded Books copies of the 8 Power Strategy Group Texts Self-Directed Learning 2 print copies and 2 Recorded Books copies (where applicable) of the Independent Reading Texts (an average of 30 titles/Level)

Teacher Guide

Resource Binder

Audio support and print books

Teacher-Directed Instruction

24 print copies and 2 Recorded Books copies of the 1 Core Text

Peer-Supported Learning

8 print copies and 2 Recorded Books copies of the 8 Power Strategy Group Texts

Self-Directed Learning

2 print copies and 2 Recorded Books copies (where applicable) of the Independent Reading Texts (an average of 30 titles/Level)

Everything You Need continued … 8 Full-color copies of each of the 8 Power Strategy Learning Guides 5 Copies of each of the Independent Reading Guides Dr. Allen’s professional development books Tools for Teaching Content Literacy , Inside Words , and On the Same Page CD with pre- and post- assessments and Power Strategy assessments Booktalk cards 2 corrugated cardboard bookshelves

8 Full-color copies of each of the 8 Power Strategy Learning Guides

5 Copies of each of the Independent Reading Guides

Dr. Allen’s professional development books Tools for Teaching Content Literacy , Inside Words , and On the Same Page

CD with pre- and post- assessments and Power Strategy assessments

Booktalk cards

2 corrugated cardboard bookshelves

the Core Novel Implementation Guide pages immediately following the 2-page summary. What did you notice? when you reach the heading that says Lesson Guide A. In your groups, peruse . . .

Teacher-Directed Instruction Peer-Supported Learning Self-Directed Learning The 3-Step Instructional Model

The first step toward engaging adolescent and teenage students is teacher-led discussion. The Teacher Guide outlines the carefully chosen Core Text, offering teacher-directed strategy lessons and step-by step guides for classroom implementation. This allows the teacher to model each of the eight power strategies needed to help students negotiate a variety of nonfiction texts. Teacher-Directed Instruction

Strategy Skill A strategy . . . is conscious use, shows “how to,” transfers to other contexts, & transfers to other contents. * Modeled lesson * Shared & guided practice * Independent use A skill is . . . unconscious use, obtained when a strategy becomes automatic, & “ a strategy gone underground.” develo ped by Independent use Motivated problem-solving Diverse applications reinforced through Revisit stages to facilitate transfer

A strategy . . .

is conscious use,

shows “how to,”

transfers to other contexts, &

transfers to other contents.

* Modeled lesson

* Shared & guided practice

* Independent use

A skill is . . .

unconscious use,

obtained when a strategy becomes automatic, &

“ a strategy gone underground.”

Independent use

Motivated problem-solving

Diverse applications

Core Text Level 2 Level 1 Level 3 Grade 6 Grade 7 Grade 8

Core Text 24 Print 2 Audio Books Teacher’s Guide Resource Binder Audio Player Whole Class Instruction Shared Reading Molded Strategy Instruction Preview of all 8 Power Strategies

24 Print

2 Audio Books

Teacher’s Guide

Resource Binder

Audio Player

Whole Class Instruction

Shared Reading

Molded Strategy Instruction

Preview of all 8 Power Strategies

Read Aloud Teacher reading teacher’s choice Students listen without coy of text Exposes students to diverse texts, unique language, introduces theme, assess background knowledge Shared Reading Eyes past print with voice support Models fluent reading Text is accessible for reference & support Clocks reading mileage Builds language pool Guided Reading Small-group, needs-based instruction Students read text independently; teacher facilitates strategic reading Peer-supported learning Independent Reading Student-selected text Clocks reading mileage Opportunity for extended time with diverse texts Develops extensive word banks The Reading Approaches

Read Aloud

Teacher reading

teacher’s choice

Students listen

without coy of text

Exposes students

to diverse texts,

unique language,

introduces theme,

assess background

knowledge

Shared Reading

Eyes past print with

voice support

Models fluent

reading

Text is accessible for

reference & support

Clocks reading

mileage

Builds language pool

Guided Reading

Small-group,

needs-based

instruction

Students read text

independently;

teacher facilitates

strategic reading

Peer-supported

learning

Independent Reading

Student-selected

text

Clocks reading

mileage

Opportunity for

extended time

with diverse

texts

Develops

extensive word

banks

Peer-Supported Learning Using the gradual release of responsibility model, teachers shift students from whole-class, teacher-directed instruction to guided learning in small groups: Power Strategy Groups. The combination of stimulating texts and a focus on a specific learning strategy creates an environment that supports students’ success with nonfiction text. After a modeled lesson the teacher can observe students’ progress as they practice the strategy on their own.

Each Power Strategy text aligns with a Power Strategy Content/Specialized Vocabulary: Curse of the Pharaohs: My Adventure with Mummies 8 Print Books for each title 2 Audio Books for each title 8 Power Strategy Guides for each title Power Strategy Texts

Each Power Strategy text aligns

with a Power Strategy

Content/Specialized Vocabulary: Curse of the Pharaohs: My Adventure with Mummies

8 Print Books for each title

2 Audio Books for each title

8 Power Strategy Guides for each title

Power Strategy Texts

Power Strategy & Authentic Text Content/Specialized Vocabulary: Curse of the Pharaohs: My Adventure with Mummies Text Features : The Down-to-Earth Guide to Global Warming Text Structures: Out of the Darkness: The Story of Louis Braille Monitoring Understanding: Journeys for Freedom: A New Look at America’s Story

Content/Specialized Vocabulary: Curse of the Pharaohs: My Adventure with Mummies

Text Features : The Down-to-Earth Guide to Global Warming

Text Structures: Out of the Darkness: The Story of Louis Braille

Monitoring Understanding: Journeys for Freedom: A New Look at America’s Story

Previewing Text : Cold Light: Creatures, Discoveries, and Inventions That Glow Activating Background Knowledge: We Are One: The Story of Bayard Rustin Questioning: Are We Alone? Scientist Search for Life in Space Noting, Organization, and Retrieving Information: Oh, Yuck! The Encyclopedia of Everything Nasty

Previewing Text : Cold Light: Creatures, Discoveries, and Inventions That Glow

Activating Background Knowledge: We Are One: The Story of Bayard Rustin

Questioning: Are We Alone? Scientist Search for Life in Space

Noting, Organization, and Retrieving Information: Oh, Yuck! The Encyclopedia of Everything Nasty

Self-Directed Learning The final step in the release of responsibility gives students a chance to experience engaging nonfiction on their own. Using the learning strategies encountered in the other two steps, students use a wide variety of supports, including audio, to understand the text. When used with the creative and challenging strategy lessons, Independent Reading books give students the opportunity to become active, involved readers.

Independent Reading Texts

Professional Development Text

Book Pass- Authentic Text

Book Pass Comments Author Title

Book Pass Each teacher should have one Power Strategy Book. Teachers fill out the Title and Author section. Give the teachers 2 minutes to look through the text. Have teachers write a comment in the space provided. Switch books clockwise. Begin again.. Continue until all books have been seen in the group.

Each teacher should have one Power

Strategy Book.

Teachers fill out the Title and Author section.

Give the teachers 2 minutes to look through the text.

Have teachers write a comment in the space provided.

Switch books clockwise.

Begin again..

Continue until all books have been seen in the group.

Book Pass Pictures, timeline, history Susan Beckey/Elspeth Leacock Journeys for Freedom Comments Author Title

Book in a Day!

Assignments : jot down your assignment! Group a: Page XIX-XXV Group b: Page XXV-XXIV-Chart Group c: Page XXXIV-XXXVIII Group d: Page XXXIX-XLI Group e: Page Resource Binder P697 Book in a Day!

Assignments : jot down your assignment!

Group a: Page XIX-XXV

Group b: Page XXV-XXIV-Chart

Group c: Page XXXIV-XXXVIII

Group d: Page XXXIX-XLI

Group e: Page Resource Binder P697

Book in a Day! Each group reads their portion of the book and completes three tasks: Summarize the important points in the reading for a 2 to 3 minute presentation; Draw a visual that represents something significant from the reading; and Develop questions that need answered in order to fully understand the reading.

Each group reads their portion of the book and completes three tasks:

Summarize the important points in the reading for a 2 to 3 minute presentation;

Draw a visual that represents something significant from the reading; and

Develop questions that need answered in order to fully understand the reading.

Think * Pair * Share Share Pair Think

Think * Pair * Share Write down your own thoughts about Power Strategy Groups and Guided Reading. Turn to one other person and discuss your thoughts about Power Strategy Groups and Guided Reading. Turn to another group and share your conversations about Power Strategy Groups and Guided Reading.

Write down your own thoughts about Power Strategy Groups and Guided Reading.

Turn to one other person and discuss your thoughts about Power Strategy Groups and Guided Reading.

Turn to another group and share your conversations about Power Strategy Groups and Guided Reading.

Plugged-in to Reading Sample Annual Schedule 6-week Grading Periods Power Strategy Groups Independent Reading Whole-class strategic shared reading of core novel Independent Reading 6 th 6-week grading pd. Power Strategy Groups Independent Reading Whole-class strategic shared reading of core novel Independent Reading 5 th 6-week grading pd. Whole-class strategic shared reading of core text Independent Reading Literature Circles Independent Reading 4 th 6-week grading pd. Power Strategy Groups Independent Reading Whole-class strategic shared reading of core novel Independent Reading 3 rd 6-week grading pd. Power Strategy Groups Independent Reading Literature Circles Independent Reading 2 nd 6 week grading pd. Create a classroom community Pre- post-assessments Student Surveys Whole-class strategic shared reading of core text Independent Reading Create a classroom community Pre- post-assessments Student Survey Whole-class strategic shared reading of core novel Independent Reading 1 st 6-week grading pd. Other Resources Plugged-in to Nonfiction Plugged-in to Reading Back to School!

Power Strategy Groups

Independent Reading

Whole-class strategic shared reading of core novel

Independent Reading

Power Strategy Groups

Independent Reading

Whole-class strategic shared reading of core novel

Independent Reading

Whole-class strategic shared reading

of core text

Independent Reading

Literature Circles

Independent Reading

Power Strategy Groups

Independent Reading

Whole-class strategic shared reading

of core novel

Independent Reading

Power Strategy Groups

Independent Reading

Literature Circles

Independent Reading

Create a classroom community

Pre- post-assessments

Student Surveys

Whole-class strategic shared reading of

core text

Independent Reading

Create a classroom community

Pre- post-assessments

Student Survey

Whole-class strategic shared reading

of core novel

Independent Reading

Plugged-in to Reading Sample Annual Schedule 9-week Grading Periods Post-assessments Students Surveys Power Strategy Groups Independent Reading Whole-class strategic shared reading of core novel Independent Reading Post-assessments Student Surveys Literature Circles Independent Reading 4 th 9-weeks Weeks 1 – 4 Weeks 5 - 6 Whole-class strategic shared reading of core text Independent Reading Whole-class strategic shared reading of core novel Independent Reading 3 rd 9-weeks Power Strategy Groups Independent Reading Whole-class strategic shared reading of core novel Independent Reading Literature Circles Independent Reading 2 nd 9-weeks Weeks 1 – 4 Weeks 5 - 9 Create a classroom community Pre-assessments Student Surveys Whole-class strategic shared reading of core text Independent Reading Create a classroom community Pre-assessments Student Surveys Whole-class strategic shared reading of core novel Independent Reading 1 st 9-weeks Other Resources Plugged-in to Nonfiction Plugged-in to Reading Back to School!

Post-assessments

Students Surveys

Power Strategy Groups

Independent Reading

Whole-class strategic shared reading

of core novel

Independent Reading

Post-assessments

Student Surveys

Literature Circles

Independent Reading

Whole-class strategic shared reading

of core text

Independent Reading

Whole-class strategic shared reading

of core novel

Independent Reading

Power Strategy Groups

Independent Reading

Whole-class strategic shared reading

of core novel

Independent Reading

Literature Circles

Independent Reading

Create a classroom community

Pre-assessments

Student Surveys

Whole-class strategic shared reading

of core text

Independent Reading

Create a classroom community

Pre-assessments

Student Surveys

Whole-class strategic shared reading

of core novel

Independent Reading

T E A C H E R ‘ S G U I D E

Booktalk : Possible Booktalk Links : Text-to-Text Connections: Nonfiction Features: Page: 2

Summary: Talking About Books: Matching Text to Readers: Background Knowledge: Page 3

Summary:

Talking About Books:

Matching Text to Readers:

Background Knowledge:

Page 3

Book Talk Page 2

Teacher’s Guide

Goals!! Strategies for reading nonfiction Strategies for writing nonfiction Understanding the genre of nonfiction Demonstrating nonfiction-fiction connections Determining similarities and differences in text and adapting strategies to comprehend informational versus expository narrative test Generating interest and engagement in nonfiction Modeling and inviting active reading, writing, and thinking Modeling effective approaches to reading and writing nonfiction Transferring text-specific nonfiction reading strategies to other texts and contexts (test-taking, content classes, etc) Page 4

Strategies for reading nonfiction

Strategies for writing nonfiction

Understanding the genre of nonfiction

Demonstrating nonfiction-fiction connections

Determining similarities and differences in text and adapting strategies to comprehend informational versus expository narrative test

Generating interest and engagement in nonfiction

Modeling and inviting active reading, writing, and thinking

Modeling effective approaches to reading and writing nonfiction

Transferring text-specific nonfiction reading strategies to other texts and contexts (test-taking, content classes, etc)

Classroom Layout Page 7

Scheduling: You Can’t Do It All! Page 9

Page 10

Page 11

Page 12

HOOK Read Aloud Previewing Text Word Sort

Read Aloud

Previewing Text

Word Sort

Page 12

Page 12

Page 12

Page 13

Page 40

Page 42

Questions, Strengths and Challenges As a group list 3 Strengths and 2 Challenges! As a group come up with 1 question for the good of the order!

As a group list 3 Strengths and 2 Challenges!

As a group come up with 1 question for the good of the order!

Assess for student readiness Pre-Post Assessment (*) Summative Assessments Authentic Assessments Formative Assessments Assess for student willingness Student Surveys (YBR 281-282) Sentence Completions (YBR 283-284) Assessment: an on-going process that informs instruction . . .

Skills and Strategies Matrix Every text has a skills and strategies matrix located in the Teacher Guide. Each skill is linked to a particular strategy including … Reading Strategies - Text Connections Writing Strategies - Inquiry Writing Fluency Activities - - Formative Assessment Content/Specialized - Summative Assessments Vocabulary Strategies

Every text has a skills and strategies matrix located in the Teacher Guide. Each skill is linked to a particular strategy including …

Reading Strategies - Text Connections

Writing Strategies - Inquiry

Writing Fluency Activities - - Formative Assessment

Content/Specialized - Summative Assessments

Vocabulary Strategies

Lesson Plan – Modeled Lesson Guided Reading- Teacher Directed Hook Modeled Lesson Guided Practice Independent Practice Closure Guided Practice- Peer Supported Now You Are in Charge! Independent Practice- Self-Directed Assessment

Guided Reading- Teacher Directed

Hook

Modeled Lesson

Guided Practice

Independent Practice

Closure

Guided Practice- Peer Supported

Now You Are in Charge!

Independent Practice- Self-Directed

Assessment

Turn & Talk Discuss: Teachers Role Students’ Roles Materials

Discuss:

Teachers Role

Students’ Roles

Materials

Guided Practice -Plan Together Use Teacher’s Guide Resource Binders Print Books

Use Teacher’s Guide

Resource Binders

Print Books

Share Pair Think Think * Pair * Share

Think * Pair * Share Write down your own thoughts about Power Strategies and Plugged-in To Nonfiction. Turn to one other person and discuss your thoughts about Power Strategies and Plugged-in To Nonfiction. Turn to another group and share your conversations about Power Strategies and Plugged-in To Nonfiction.

Write down your own thoughts about Power Strategies and Plugged-in To Nonfiction.

Turn to one other person and discuss your thoughts about Power Strategies and Plugged-in To Nonfiction.

Turn to another group and share your conversations about Power Strategies and Plugged-in To Nonfiction.

Independent Reading Texts

Independent Reading Guides Independent Reading Guides include … Letter to the Reader Anticipation activity Specialized vocabulary Reading for information Writing activity Text-to-Text Connections Inquiry activity Multiple-choice and open-ended questions

Independent Reading Guides include …

Letter to the Reader

Anticipation activity

Specialized vocabulary

Reading for information

Writing activity

Text-to-Text Connections

Inquiry activity

Multiple-choice and open-ended questions

Independent Reading Book Pass Book Talk Journals Independent Reading Guides Dialogue Journals Paired Reading Audio Support

Book Pass

Book Talk

Journals

Independent Reading Guides

Dialogue Journals

Paired Reading

Audio Support

How do I get started? How do I help students choose books? What will students do? What supports do I need? Independent Reading What is my role during Independent Reading? How do I assess?

Additional Resources- Resource Binder As a group choose materials that will help you implement Power Strategy Groups in your classrooms. Discuss what other materials you will need. Keeping Track / Assessment- Page 722 Scheduling- Page 703

As a group choose materials that will help you implement Power Strategy Groups in your classrooms.

Discuss what other materials you will need.

Keeping Track / Assessment- Page 722

Scheduling- Page 703

Classroom Management Audio Equipment Storage Numbering Print and Audio Books Check out system??? Batteries Folders (Portfolios) Audio Replacement Policy Transparencies

Audio Equipment Storage

Numbering Print and Audio Books

Check out system???

Batteries

Folders (Portfolios)

Audio Replacement Policy

Transparencies

“ If books could have more, give more, be more, show more, they would still need readers, who bring to them sound and smell and light and all the rest that can’t be in books. The book needs you.” Gary Paulsen, The Winter Room, 1983, 3.

“ Plugged-in to Reading needs the same. It is you, the individual teacher in your own classroom, who will bring the ‘sound and smell and light’ to this program. This program needs you.” Dr. Janet Allen

Turn and Talk Create a “to do” list Discuss questions/challenges

Create a “to do” list

Discuss questions/challenges