Read Aloud <ul><li>A Read Aloud :  The time when someone else Reads to us is magical, at least in part, because the act of...
A Mouthful   by Paul Jennings <ul><li>Parents are embarrassing. </li></ul><ul><li>Take my dad. Every time a friend comes t...
<ul><li>Do you know what is in it? Can you believe this?  It is a little piece of brown plastic cat poo.  Pretend  cat poo...
<ul><li>Anyway, she puts on her tracksuit bottoms and gets ready for bed.  Then she pulls back the blankets. Suddenly she ...
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 r...
<ul><li>But I hate it. I just wish he was normal.  He plays tricks on Bianca. </li></ul><ul><li>And Yasmin. </li></ul><ul>...
<ul><li>Cynthia arrives, but we do not watch videos. We slave away on our English homework. We plan our speeches for the d...
<ul><li>Just then Dad bursts into the room with a silly grin on his face. He goes over and looks at the brown object on th...
Books by Dr. Janet Allen On the Same Page: Shared Reading Beyond the Primary Grades Yellow Brick Roads: Shared and Guided ...
To, With,  By Reading Writing Assessment <ul><li>Self & Peer- </li></ul><ul><li>assessment </li></ul><ul><li>Rubrics </li>...
<ul><li>“ Somebody showed it to me and I found it by myself.”   </li></ul><ul><li>Lew Welch  </li></ul>
 
<ul><li>“… the clearest differentiator in reading between students who are college ready and student who are not is the ab...
Power Strategies- Teacher’s Guide page XXX-XXXI <ul><li>Content/Specialized Vocabulary </li></ul><ul><li>Text Features </l...
Everything You Need <ul><li>Teacher Guide </li></ul><ul><li>Resource Binder </li></ul><ul><li>Audio support and print book...
Everything You Need  continued  …  <ul><li>8 Full-color copies of each of the 8 Power Strategy Learning Guides </li></ul><...
the  Core Novel Implementation Guide  pages immediately following the 2-page summary.  What did you notice? when you reach...
 
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 c...
Strategy  Skill <ul><li>A  strategy  . . . </li></ul><ul><li>is conscious use, </li></ul><ul><li>shows “how to,”  </li></u...
Core Text Level 2 Level 1 Level 3 Grade 6 Grade 7 Grade 8
Core Text <ul><li>24 Print </li></ul><ul><li>2 Audio Books </li></ul><ul><li>Teacher’s Guide </li></ul><ul><li>Resource Bi...
<ul><li>Read Aloud </li></ul><ul><li>Teacher reading </li></ul><ul><li>teacher’s choice </li></ul><ul><li>Students listen ...
Peer-Supported Learning Using the gradual release of responsibility model, teachers shift students from whole-class, teach...
<ul><li>Each Power Strategy text aligns  </li></ul><ul><li>with a Power Strategy </li></ul><ul><li>Content/Specialized Voc...
Power Strategy Texts
Power Strategy & Authentic Text <ul><li>Content/Specialized Vocabulary:   Curse of the Pharaohs: My Adventure with Mummies...
<ul><li>Previewing Text : Cold Light: Creatures, Discoveries, and Inventions That Glow </li></ul><ul><li>Activating Backgr...
Self-Directed Learning The final step in the release of responsibility gives students a chance to experience engaging nonf...
Independent Reading Texts
Professional Development Text
Book Pass- Authentic Text
Book Pass Comments Author Title
Book Pass <ul><li>Each teacher should have one Power  </li></ul><ul><li>Strategy Book.  </li></ul><ul><li>Teachers fill ou...
Book Pass Pictures, timeline, history Susan Beckey/Elspeth Leacock Journeys for Freedom Comments Author Title
Book in a Day!
<ul><li>Assignments : jot down your assignment! </li></ul><ul><li>Group a:  Page XIX-XXV </li></ul><ul><li>Group b:  Page ...
Book in a Day! <ul><li>Each group reads their portion of the book and completes three tasks: </li></ul><ul><li>Summarize t...
Think * Pair * Share Share Pair Think
Think * Pair * Share <ul><li>Write down your own thoughts about Power Strategy Groups and Guided Reading. </li></ul><ul><l...
Plugged-in to Reading Sample Annual Schedule 6-week Grading Periods <ul><li>Power Strategy Groups </li></ul><ul><li>Indepe...
Plugged-in to Reading Sample Annual Schedule  9-week Grading Periods <ul><li>Post-assessments </li></ul><ul><li>Students S...
 
 
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
<ul><li>Summary: </li></ul><ul><li>Talking About Books:   </li></ul><ul><li>Matching Text to Readers:   </li></ul><ul><li>...
Book Talk Page 2
Teacher’s Guide
 
Goals!! <ul><li>Strategies for reading nonfiction </li></ul><ul><li>Strategies for writing nonfiction </li></ul><ul><li>Un...
Classroom Layout Page 7
Scheduling: You Can’t Do It All! Page 9
Page 10
Page 11
Page 12
HOOK <ul><ul><ul><ul><li>Read Aloud </li></ul></ul></ul></ul><ul><ul><ul><ul><li>Previewing Text </li></ul></ul></ul></ul>...
Page 12
Page 12
Page 12
 
Page 13
Page 40
Page 42
Questions, Strengths and Challenges <ul><li>As a group list 3 Strengths and 2 Challenges! </li></ul><ul><li>As a group com...
Assess for student readiness Pre-Post Assessment (*) Summative Assessments Authentic Assessments Formative Assessments Ass...
Skills and Strategies Matrix <ul><li>Every text has a skills and strategies matrix located in the Teacher Guide. Each skil...
 
Lesson Plan – Modeled Lesson <ul><li>Guided Reading- Teacher Directed </li></ul><ul><ul><li>Hook </li></ul></ul><ul><ul><l...
 
Turn & Talk <ul><li>Discuss: </li></ul><ul><li>Teachers Role </li></ul><ul><li>Students’ Roles </li></ul><ul><li>Materials...
Guided Practice -Plan Together <ul><li>Use Teacher’s Guide </li></ul><ul><li>Resource Binders </li></ul><ul><li>Print Book...
Share Pair Think Think * Pair * Share
Think * Pair * Share <ul><li>Write down your own thoughts about Power Strategies and Plugged-in To Nonfiction. </li></ul><...
Independent Reading Texts
Independent Reading Guides <ul><li>Independent Reading Guides include … </li></ul><ul><ul><li>Letter to the Reader </li></...
Independent Reading <ul><li>Book Pass </li></ul><ul><li>Book Talk </li></ul><ul><li>Journals </li></ul><ul><li>Independent...
How do I get started? How do I help students choose books? What will students do? What supports do I need? Independent Rea...
Additional Resources- Resource Binder  <ul><li>As a group choose materials that will help you implement Power Strategy Gro...
Classroom Management <ul><li>Audio Equipment Storage </li></ul><ul><li>Numbering Print and Audio Books </li></ul><ul><li>C...
“ If books could have more, give more, be more, show more, they would still need readers, who bring to them sound and smel...
“ Plugged-in to Reading needs the same.  It is you, the individual teacher in your own classroom, who will bring the ‘soun...
Turn and Talk <ul><li>Create a “to do” list </li></ul><ul><li>Discuss questions/challenges </li></ul>
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Plugged In To Nonfiction Slide Share

  1. 2. Read Aloud <ul><li>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. </li></ul>
  2. 3. A Mouthful by Paul Jennings <ul><li>Parents are embarrassing. </li></ul><ul><li>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. </li></ul><ul><li>He loves playing practical jokes. </li></ul><ul><li>This behavior first started the night Anna came to sleep over. </li></ul><ul><li>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? </li></ul><ul><li>Next Dad unwraps a little package that he has bought at the magic shop. </li></ul>
  3. 4. <ul><li>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. </li></ul><ul><li>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. </li></ul>
  4. 5. <ul><li>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?” </li></ul><ul><li>Anna is pulling a terrible face. “Look,” she says in horror as she points at the pillow. </li></ul><ul><li>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. </li></ul><ul><li>“ Aargh,” screams Anna. She rushes over to the window and throws up chips, sauce, and Diet Coke. Then she looks at Dad in disgust. </li></ul>
  5. 6. 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.
  6. 7. <ul><li>But I hate it. I just wish he was normal. He plays tricks on Bianca. </li></ul><ul><li>And Yasmin. </li></ul><ul><li>And Nga. </li></ul><ul><li>And Karla. </li></ul><ul><li>None of them go home like Anna. But each time I am so embarrassed. </li></ul><ul><li>And now I am worried. Cynthia is coming to stay. She is the school captain. She is beautiful. </li></ul><ul><li>“ Dad,” I say. “No practical jokes. Cynthia is very nature. Her father would never play practical jokes. She might not understand.” </li></ul><ul><li>“ No worries,” says Dad. </li></ul>
  7. 8. <ul><li>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. </li></ul><ul><li>We also do the dishes because Cynthia offers– yes— offers to do it. </li></ul><ul><li>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. </li></ul><ul><li>And screams. “Aagh. Cat poo. Filthy cat poo on my pillow.” She yells and yells and yells. </li></ul>
  8. 9. <ul><li>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. </li></ul><ul><li>“ Are you looking for this?” I say. </li></ul><ul><li>I hold up the bit of plastic poo that Dad had hidden under the blankets earlier that night. </li></ul><ul><li>Dad looks at the cat. </li></ul><ul><li>Then he rushes over to the window and is sick. </li></ul><ul><li>Cynthia and I laugh like mad. </li></ul><ul><li>We do love a good joke. </li></ul>
  9. 10. 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
  10. 11. To, With, By Reading Writing Assessment <ul><li>Self & Peer- </li></ul><ul><li>assessment </li></ul><ul><li>Rubrics </li></ul><ul><li>Surveys </li></ul><ul><li>Portfolios </li></ul><ul><li>Conferences </li></ul><ul><li>Read & Retell </li></ul><ul><li>Running Records </li></ul><ul><li>Rubrics </li></ul>Test-taking Strategies <ul><li>Independent </li></ul><ul><li>Writing </li></ul><ul><li>ILE </li></ul><ul><li>Shared </li></ul><ul><li>Writing </li></ul><ul><li>Guided </li></ul><ul><li>Writing </li></ul>Read Aloud <ul><li>Independent </li></ul><ul><li>Reading </li></ul><ul><li>ILE </li></ul><ul><li>Shared </li></ul><ul><li>Reading </li></ul><ul><li>Guided </li></ul><ul><li>Reading </li></ul>Read Aloud BY WITH TO
  11. 12. <ul><li>“ Somebody showed it to me and I found it by myself.” </li></ul><ul><li>Lew Welch </li></ul>
  12. 14. <ul><li>“… the clearest differentiator in reading between students who are college ready and student who are not is the ability to comprehend complex texts.” </li></ul><ul><li>ACT: Reading Between the Lines </li></ul>
  13. 15. Power Strategies- Teacher’s Guide page XXX-XXXI <ul><li>Content/Specialized Vocabulary </li></ul><ul><li>Text Features </li></ul><ul><li>Text Structures </li></ul><ul><li>Monitoring Understanding </li></ul><ul><li>Previewing Text </li></ul><ul><li>Activating Background Knowledge </li></ul><ul><li>Questioning </li></ul><ul><li>Noting, Organization, and Retrieving Information </li></ul>
  14. 16. Everything You Need <ul><li>Teacher Guide </li></ul><ul><li>Resource Binder </li></ul><ul><li>Audio support and print books </li></ul><ul><ul><li>Teacher-Directed Instruction </li></ul></ul><ul><ul><ul><li>24 print copies and 2 Recorded Books copies of the 1 Core Text </li></ul></ul></ul><ul><ul><li>Peer-Supported Learning </li></ul></ul><ul><ul><ul><li>8 print copies and 2 Recorded Books copies of the 8 Power Strategy Group Texts </li></ul></ul></ul><ul><ul><li>Self-Directed Learning </li></ul></ul><ul><ul><ul><li>2 print copies and 2 Recorded Books copies (where applicable) of the Independent Reading Texts (an average of 30 titles/Level) </li></ul></ul></ul>
  15. 17. Everything You Need continued … <ul><li>8 Full-color copies of each of the 8 Power Strategy Learning Guides </li></ul><ul><li>5 Copies of each of the Independent Reading Guides </li></ul><ul><li>Dr. Allen’s professional development books Tools for Teaching Content Literacy , Inside Words , and On the Same Page </li></ul><ul><li>CD with pre- and post- assessments and Power Strategy assessments </li></ul><ul><li>Booktalk cards </li></ul><ul><li>2 corrugated cardboard bookshelves </li></ul>
  16. 18. 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 . . .
  17. 20. Teacher-Directed Instruction Peer-Supported Learning Self-Directed Learning The 3-Step Instructional Model
  18. 21. 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
  19. 22. Strategy Skill <ul><li>A strategy . . . </li></ul><ul><li>is conscious use, </li></ul><ul><li>shows “how to,” </li></ul><ul><li>transfers to other contexts, & </li></ul><ul><li>transfers to other contents. </li></ul><ul><li>* Modeled lesson </li></ul><ul><li>* Shared & guided practice </li></ul><ul><li>* Independent use </li></ul><ul><li>A skill is . . . </li></ul><ul><li>unconscious use, </li></ul><ul><li>obtained when a strategy becomes automatic, & </li></ul><ul><li>“ a strategy gone underground.” </li></ul>develo ped by <ul><li>Independent use </li></ul><ul><li>Motivated problem-solving </li></ul><ul><li>Diverse applications </li></ul>reinforced through Revisit stages to facilitate transfer
  20. 23. Core Text Level 2 Level 1 Level 3 Grade 6 Grade 7 Grade 8
  21. 24. Core Text <ul><li>24 Print </li></ul><ul><li>2 Audio Books </li></ul><ul><li>Teacher’s Guide </li></ul><ul><li>Resource Binder </li></ul><ul><li>Audio Player </li></ul><ul><li>Whole Class Instruction </li></ul><ul><li>Shared Reading </li></ul><ul><li>Molded Strategy Instruction </li></ul><ul><li>Preview of all 8 Power Strategies </li></ul>
  22. 25. <ul><li>Read Aloud </li></ul><ul><li>Teacher reading </li></ul><ul><li>teacher’s choice </li></ul><ul><li>Students listen </li></ul><ul><li>without coy of text </li></ul><ul><li>Exposes students </li></ul><ul><li>to diverse texts, </li></ul><ul><li>unique language, </li></ul><ul><li>introduces theme, </li></ul><ul><li>assess background </li></ul><ul><li>knowledge </li></ul><ul><li>Shared Reading </li></ul><ul><li>Eyes past print with </li></ul><ul><li>voice support </li></ul><ul><li>Models fluent </li></ul><ul><li>reading </li></ul><ul><li>Text is accessible for </li></ul><ul><li>reference & support </li></ul><ul><li>Clocks reading </li></ul><ul><li>mileage </li></ul><ul><li>Builds language pool </li></ul><ul><li>Guided Reading </li></ul><ul><li>Small-group, </li></ul><ul><li>needs-based </li></ul><ul><li>instruction </li></ul><ul><li>Students read text </li></ul><ul><li>independently; </li></ul><ul><li>teacher facilitates </li></ul><ul><li>strategic reading </li></ul><ul><li>Peer-supported </li></ul><ul><li>learning </li></ul><ul><li>Independent Reading </li></ul><ul><li>Student-selected </li></ul><ul><li>text </li></ul><ul><li>Clocks reading </li></ul><ul><li>mileage </li></ul><ul><li>Opportunity for </li></ul><ul><li>extended time </li></ul><ul><li>with diverse </li></ul><ul><li>texts </li></ul><ul><li>Develops </li></ul><ul><li>extensive word </li></ul><ul><li>banks </li></ul>The Reading Approaches
  23. 26. 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.
  24. 27. <ul><li>Each Power Strategy text aligns </li></ul><ul><li>with a Power Strategy </li></ul><ul><li>Content/Specialized Vocabulary: Curse of the Pharaohs: My Adventure with Mummies </li></ul><ul><li>8 Print Books for each title </li></ul><ul><li>2 Audio Books for each title </li></ul><ul><li>8 Power Strategy Guides for each title </li></ul>Power Strategy Texts
  25. 28. Power Strategy Texts
  26. 29. Power Strategy & Authentic Text <ul><li>Content/Specialized Vocabulary: Curse of the Pharaohs: My Adventure with Mummies </li></ul><ul><li>Text Features : The Down-to-Earth Guide to Global Warming </li></ul><ul><li>Text Structures: Out of the Darkness: The Story of Louis Braille </li></ul><ul><li>Monitoring Understanding: Journeys for Freedom: A New Look at America’s Story </li></ul>
  27. 30. <ul><li>Previewing Text : Cold Light: Creatures, Discoveries, and Inventions That Glow </li></ul><ul><li>Activating Background Knowledge: We Are One: The Story of Bayard Rustin </li></ul><ul><li>Questioning: Are We Alone? Scientist Search for Life in Space </li></ul><ul><li>Noting, Organization, and Retrieving Information: Oh, Yuck! The Encyclopedia of Everything Nasty </li></ul>
  28. 31. 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.
  29. 32. Independent Reading Texts
  30. 33. Professional Development Text
  31. 34. Book Pass- Authentic Text
  32. 35. Book Pass Comments Author Title
  33. 36. Book Pass <ul><li>Each teacher should have one Power </li></ul><ul><li>Strategy Book. </li></ul><ul><li>Teachers fill out the Title and Author section. </li></ul><ul><li>Give the teachers 2 minutes to look through the text. </li></ul><ul><li>Have teachers write a comment in the space provided. </li></ul><ul><li>Switch books clockwise. </li></ul><ul><li>Begin again.. </li></ul><ul><li>Continue until all books have been seen in the group. </li></ul>
  34. 37. Book Pass Pictures, timeline, history Susan Beckey/Elspeth Leacock Journeys for Freedom Comments Author Title
  35. 38. Book in a Day!
  36. 39. <ul><li>Assignments : jot down your assignment! </li></ul><ul><li>Group a: Page XIX-XXV </li></ul><ul><li>Group b: Page XXV-XXIV-Chart </li></ul><ul><li>Group c: Page XXXIV-XXXVIII </li></ul><ul><li>Group d: Page XXXIX-XLI </li></ul><ul><li>Group e: Page Resource Binder P697 </li></ul>Book in a Day!
  37. 40. Book in a Day! <ul><li>Each group reads their portion of the book and completes three tasks: </li></ul><ul><li>Summarize the important points in the reading for a 2 to 3 minute presentation; </li></ul><ul><li>Draw a visual that represents something significant from the reading; and </li></ul><ul><li>Develop questions that need answered in order to fully understand the reading. </li></ul>
  38. 41. Think * Pair * Share Share Pair Think
  39. 42. Think * Pair * Share <ul><li>Write down your own thoughts about Power Strategy Groups and Guided Reading. </li></ul><ul><li>Turn to one other person and discuss your thoughts about Power Strategy Groups and Guided Reading. </li></ul><ul><li>Turn to another group and share your conversations about Power Strategy Groups and Guided Reading. </li></ul>
  40. 43. Plugged-in to Reading Sample Annual Schedule 6-week Grading Periods <ul><li>Power Strategy Groups </li></ul><ul><li>Independent Reading </li></ul><ul><li>Whole-class strategic shared reading of core novel </li></ul><ul><li>Independent Reading </li></ul>6 th 6-week grading pd. <ul><li>Power Strategy Groups </li></ul><ul><li>Independent Reading </li></ul><ul><li>Whole-class strategic shared reading of core novel </li></ul><ul><li>Independent Reading </li></ul>5 th 6-week grading pd. <ul><li>Whole-class strategic shared reading </li></ul><ul><li>of core text </li></ul><ul><li>Independent Reading </li></ul><ul><li>Literature Circles </li></ul><ul><li>Independent Reading </li></ul>4 th 6-week grading pd. <ul><li>Power Strategy Groups </li></ul><ul><li>Independent Reading </li></ul><ul><li>Whole-class strategic shared reading </li></ul><ul><li>of core novel </li></ul><ul><li>Independent Reading </li></ul>3 rd 6-week grading pd. <ul><li>Power Strategy Groups </li></ul><ul><li>Independent Reading </li></ul><ul><li>Literature Circles </li></ul><ul><li>Independent Reading </li></ul>2 nd 6 week grading pd. <ul><li>Create a classroom community </li></ul><ul><li>Pre- post-assessments </li></ul><ul><li>Student Surveys </li></ul><ul><li>Whole-class strategic shared reading of </li></ul><ul><li>core text </li></ul><ul><li>Independent Reading </li></ul><ul><li>Create a classroom community </li></ul><ul><li>Pre- post-assessments </li></ul><ul><li>Student Survey </li></ul><ul><li>Whole-class strategic shared reading </li></ul><ul><li>of core novel </li></ul><ul><li>Independent Reading </li></ul>1 st 6-week grading pd. Other Resources Plugged-in to Nonfiction Plugged-in to Reading Back to School!
  41. 44. Plugged-in to Reading Sample Annual Schedule 9-week Grading Periods <ul><li>Post-assessments </li></ul><ul><li>Students Surveys </li></ul><ul><li>Power Strategy Groups </li></ul><ul><li>Independent Reading </li></ul><ul><li>Whole-class strategic shared reading </li></ul><ul><li>of core novel </li></ul><ul><li>Independent Reading </li></ul><ul><li>Post-assessments </li></ul><ul><li>Student Surveys </li></ul><ul><li>Literature Circles </li></ul><ul><li>Independent Reading </li></ul>4 th 9-weeks Weeks 1 – 4 Weeks 5 - 6 <ul><li>Whole-class strategic shared reading </li></ul><ul><li>of core text </li></ul><ul><li>Independent Reading </li></ul><ul><li>Whole-class strategic shared reading </li></ul><ul><li>of core novel </li></ul><ul><li>Independent Reading </li></ul>3 rd 9-weeks <ul><li>Power Strategy Groups </li></ul><ul><li>Independent Reading </li></ul><ul><li>Whole-class strategic shared reading </li></ul><ul><li>of core novel </li></ul><ul><li>Independent Reading </li></ul><ul><li>Literature Circles </li></ul><ul><li>Independent Reading </li></ul>2 nd 9-weeks Weeks 1 – 4 Weeks 5 - 9 <ul><li>Create a classroom community </li></ul><ul><li>Pre-assessments </li></ul><ul><li>Student Surveys </li></ul><ul><li>Whole-class strategic shared reading </li></ul><ul><li>of core text </li></ul><ul><li>Independent Reading </li></ul><ul><li>Create a classroom community </li></ul><ul><li>Pre-assessments </li></ul><ul><li>Student Surveys </li></ul><ul><li>Whole-class strategic shared reading </li></ul><ul><li>of core novel </li></ul><ul><li>Independent Reading </li></ul>1 st 9-weeks Other Resources Plugged-in to Nonfiction Plugged-in to Reading Back to School!
  42. 47. T E A C H E R ‘ S G U I D E
  43. 48. Booktalk : Possible Booktalk Links : Text-to-Text Connections: Nonfiction Features: Page: 2
  44. 49. <ul><li>Summary: </li></ul><ul><li>Talking About Books: </li></ul><ul><li>Matching Text to Readers: </li></ul><ul><li>Background Knowledge: </li></ul><ul><li>Page 3 </li></ul>
  45. 50. Book Talk Page 2
  46. 51. Teacher’s Guide
  47. 53. Goals!! <ul><li>Strategies for reading nonfiction </li></ul><ul><li>Strategies for writing nonfiction </li></ul><ul><li>Understanding the genre of nonfiction </li></ul><ul><li>Demonstrating nonfiction-fiction connections </li></ul><ul><li>Determining similarities and differences in text and adapting strategies to comprehend informational versus expository narrative test </li></ul><ul><li>Generating interest and engagement in nonfiction </li></ul><ul><li>Modeling and inviting active reading, writing, and thinking </li></ul><ul><li>Modeling effective approaches to reading and writing nonfiction </li></ul><ul><li>Transferring text-specific nonfiction reading strategies to other texts and contexts (test-taking, content classes, etc) </li></ul>Page 4
  48. 54. Classroom Layout Page 7
  49. 55. Scheduling: You Can’t Do It All! Page 9
  50. 56. Page 10
  51. 57. Page 11
  52. 58. Page 12
  53. 59. HOOK <ul><ul><ul><ul><li>Read Aloud </li></ul></ul></ul></ul><ul><ul><ul><ul><li>Previewing Text </li></ul></ul></ul></ul><ul><ul><ul><ul><li>Word Sort </li></ul></ul></ul></ul>
  54. 60. Page 12
  55. 61. Page 12
  56. 62. Page 12
  57. 64. Page 13
  58. 65. Page 40
  59. 66. Page 42
  60. 67. Questions, Strengths and Challenges <ul><li>As a group list 3 Strengths and 2 Challenges! </li></ul><ul><li>As a group come up with 1 question for the good of the order! </li></ul>
  61. 68. 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 . . .
  62. 69. Skills and Strategies Matrix <ul><li>Every text has a skills and strategies matrix located in the Teacher Guide. Each skill is linked to a particular strategy including … </li></ul><ul><ul><li>Reading Strategies - Text Connections </li></ul></ul><ul><ul><li>Writing Strategies - Inquiry </li></ul></ul><ul><ul><li>Writing Fluency Activities - - Formative Assessment </li></ul></ul><ul><ul><li>Content/Specialized - Summative Assessments </li></ul></ul><ul><ul><li>Vocabulary Strategies </li></ul></ul>
  63. 71. Lesson Plan – Modeled Lesson <ul><li>Guided Reading- Teacher Directed </li></ul><ul><ul><li>Hook </li></ul></ul><ul><ul><li>Modeled Lesson </li></ul></ul><ul><ul><li>Guided Practice </li></ul></ul><ul><ul><li>Independent Practice </li></ul></ul><ul><ul><li>Closure </li></ul></ul><ul><li>Guided Practice- Peer Supported </li></ul><ul><ul><li>Now You Are in Charge! </li></ul></ul><ul><li>Independent Practice- Self-Directed </li></ul><ul><ul><li>Assessment </li></ul></ul>
  64. 73. Turn & Talk <ul><li>Discuss: </li></ul><ul><li>Teachers Role </li></ul><ul><li>Students’ Roles </li></ul><ul><li>Materials </li></ul>
  65. 74. Guided Practice -Plan Together <ul><li>Use Teacher’s Guide </li></ul><ul><li>Resource Binders </li></ul><ul><li>Print Books </li></ul>
  66. 75. Share Pair Think Think * Pair * Share
  67. 76. Think * Pair * Share <ul><li>Write down your own thoughts about Power Strategies and Plugged-in To Nonfiction. </li></ul><ul><li>Turn to one other person and discuss your thoughts about Power Strategies and Plugged-in To Nonfiction. </li></ul><ul><li>Turn to another group and share your conversations about Power Strategies and Plugged-in To Nonfiction. </li></ul>
  68. 77. Independent Reading Texts
  69. 78. Independent Reading Guides <ul><li>Independent Reading Guides include … </li></ul><ul><ul><li>Letter to the Reader </li></ul></ul><ul><ul><li>Anticipation activity </li></ul></ul><ul><ul><li>Specialized vocabulary </li></ul></ul><ul><ul><li>Reading for information </li></ul></ul><ul><ul><li>Writing activity </li></ul></ul><ul><ul><li>Text-to-Text Connections </li></ul></ul><ul><ul><li>Inquiry activity </li></ul></ul><ul><ul><li>Multiple-choice and open-ended questions </li></ul></ul>
  70. 79. Independent Reading <ul><li>Book Pass </li></ul><ul><li>Book Talk </li></ul><ul><li>Journals </li></ul><ul><li>Independent Reading Guides </li></ul><ul><li>Dialogue Journals </li></ul><ul><li>Paired Reading </li></ul><ul><li>Audio Support </li></ul>
  71. 80. 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?
  72. 81. Additional Resources- Resource Binder <ul><li>As a group choose materials that will help you implement Power Strategy Groups in your classrooms. </li></ul><ul><li>Discuss what other materials you will need. </li></ul><ul><li>Keeping Track / Assessment- Page 722 </li></ul><ul><li>Scheduling- Page 703 </li></ul>
  73. 82. Classroom Management <ul><li>Audio Equipment Storage </li></ul><ul><li>Numbering Print and Audio Books </li></ul><ul><li>Check out system??? </li></ul><ul><li>Batteries </li></ul><ul><li>Folders (Portfolios) </li></ul><ul><li>Audio Replacement Policy </li></ul><ul><li>Transparencies </li></ul>
  74. 83. “ 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.
  75. 84. “ 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
  76. 85. Turn and Talk <ul><li>Create a “to do” list </li></ul><ul><li>Discuss questions/challenges </li></ul>

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