Mary S. Lindig
Paint their minds
And guide their thoughts
Share their achievements
and advise their faults
Inspire a love
Of knowledge and truth
As you light the path
Which leads our youth
For our future brightens
With each lesson you teach
Each smile you lengthen
Each goal you help reach
For the dawn of each poet
Each philosopher and king
Begins with a teacher
And the wisdom they bring
-Kevin William Huff
Visibly committed to collaboration
Innovative teaching methods
Together we can
Alone we cannot
Mary S. Lindig
Shepherd Middle School
Eighth Grade Literature Arts Instructor
Highlands Elementary in LaGrange, IL
Lyons Township High School LaGrange, IL
B.A.-Northern Illinois University
1988-B.A. NIU 4.0/ Type 09 Certificate
1998-B.A. + 15 National Louis University and Aurora University
1999-M.A.T. Aurora University
2003-M.A.T+ 15 Canter Classes
1988-1992-Westmont Jr. High-L.A. Instructor
1992-Present-Shepherd Middle School-Lit Instructor
1997-Reviewer Good Year Publishers
1997-OES Technology Consultant
1998-1999-Tutor for homebound students and ESL families
2003-2004-Child Development Instructor IVCC-part-time
Language Arts Committee-Textbook Selection
Phi Delta Sigma Committee
Presenter Goals 2000 Technology Workshop
Presenter-American Schools in Guatemala
Student Council Sponsor
School Newspaper Sponsor
Steering Committee Representative-4 years
OEEA President 1998-1999
Jefferson PTO Secretary
Illinois Reading Council Presenter
Volunteer for “Snuggle Up and Read”-Starved Rock Reading Council
Volunteer Young Authors Coordinator
Volunteer OES Band Parent Association Member
Cooperative Teacher for Student Teachers I.S.U-1997, 2006, 2011
Mentor Teacher to three Shepherd Staff members 2009, 2010, and 2011
Awards and Recognition
Illinois Power Grant, 1997 and 1998 – Poetry Materials
5 years OES service recognition
15 years OES service recognition
Golden Apple Building Award
Mike Lyons Grant Recipient, 2005
OES Mini Grant Recipient, 2005
Illinois Reading Council Literacy Grant Recipient 2005, 2006, 2007, 2011
“Teacher Feature” Ottawa Daily Times Article-Oct. 2008
Excellence in Education Recognition- ROE 2010
Illinois Reading Council
Starved Rock Reading Council
OES Band Parent Association
Ottawa Elementary Education Association
Published Works-Both are linked to the articles
“Technology in an Inclusive Setting”-Meridian, winter 2000
“Educational Renaissance: Stamp Out Illiteracy with Shakespeare”-
Illinois Reading Council Communicator, August 2008
“Our children need to have adults reading and discussing books with
them. We need to be the people we want our children to become.”
–Raef Esquith from Teach Like Your Hair is On Fire
Click on the link below to open up my document located at the
bottom of my teacher web page.
Goal Setting Form
“If your plan is for one year, plant rice;
If your plan is for ten years, plant
If your plan is for a hundred years,
Name: Mary Lindig Year: 2011-2012
Assignment: Eighth Grade Literature Arts Team 3
1.State your two goals (one may be technology).
A.Incorporate a “lab” or “center” approach to improve the reading skills of students in the 7th
hour BEP literature arts class.
B.Use assessment data to design and implement differentiated assessments.
2.What activities will you engage in to achieve your stated goals?
A.I will meet/and/or communicate with my BEP team (Mr. Houk and Ms. Simmons) on a
weekly basis regarding activities for the “lab” or “center” days in 7th
hour literature class.
B.I will provide feedback to students regarding their results. Students will chart their progress
on both MAPS and AIMS testing throughout the year.
3. How will the evaluator be able to measure the extent to which your goal was
•Examples of “lab” or “centers” activities will be included in the portfolio. An audio/visual
recording will be provided of an activity as well. (I was not able to get the audio/visual)
A.A growth chart for both MAPS and AIMS progress for the classes will be included.
“I hear-I forget,
I see- I learn,
I do-I understand”
-Gennady V. Oster
Sample Lab Activity
Scanned pictures of Comprehension Lab-Plot line sort
Scanned results of Aims Fall/Winter
Scanned sample of student chart with goals-Aims
Link to MAPS data and plan for implementation
Click on the above link, click OK, then ESCAPE Slide Show to view
•Working with Mr. Houk and Ms. Simmons, we created three types of centers to
target specific skills of students in the 7th
hour BEP class. This was done early in
the year BEFORE data had been collected.
•Vocabulary Lab-Introduces key concepts and vocabulary that students will
encounter. In addition, the purpose of the vocabulary center will give students
practice and assessments in using prefixes and suffixes.
•Reading Fluency Lab- Assists students in the development of increased pre-
reading skills. The leader or instructor of this center will highlight key passages in
the upcoming selection for students to recite aloud. Key passages will demand that
students use inflection and apply correct pauses with punctuation. Students will
participate in a discussion of how meaning is affected when infection and
intonation are applied.
•Listening Fluency Lab-While listening to an oral presentation of the selection,
student will engage in activities to help them focus on text. These activities
include touching text, highlighting text, and mouthing the words as they are read.
Using MAPS Data-Below is a chart that shows RIT scores for
reading from fall to winter. 19 out of 21 students increased or stayed the
same. 2 students decreased in their scores.
This would indicate that students are
At this point Ms. Simmons and I have
printed out a binder using the Descartes
feature at NWEA website. In addition, we
have printed a detailed list of activities to
support the readers based upon their scores
in their reading goals.
We are at the point of trying to create and
group students based upon their scores and
specific needs for future lab activities. We
are striving to align specific activities to
create a more individualized approach.
Our biggest challenge is finding the time to
analyze the data and to create the activities.
On this particular lab day, students worked in groups to complete a plot
line sort. This was an assessment following the study of one of our short
Fluency-Students read the sentence strips aloud and discussed what part
of the plot line
Vocabulary-Students practiced using key literary terms
Comprehension-Students worked on sequencing as they placed the strips
into the correct part of the plot line.
Video of Lab Group Using MAPS Information
Using our MAPS data, Sandra Simmons has groups students into two focus
groups. Using the Descartes descriptors, she has created the following activity
that will build background knowledge for Roll of Thunder Hear My Cry and
address reading weaknesses.
Enclosed is a video of our most recent lab which is addressing the group that
scored the lowest in vocabulary and making inferences.
QuickTime™ and a
are needed to see this picture.
17 out of 21 students
demonstrated an increase at
the winter Aims benchmark.
Several made significant
80% of students increased
their fluency rate from fall to
winter benchmarking in the
grade BEP class following
1-2 days of lab activities.
Sample student record sheet with brainstorm strategy list. This was
completed following the winter benchmarking. The BEP team of
teachers has noted an increased interest and ownership over the
improvement of reading scores.