This document contains a story about a father who embarrasses his son by playing practical jokes on his friends when they sleep over. When his son's school captain friend Cynthia comes to stay, the son asks his father not to play jokes, but the father hides a piece of plastic cat poo on Cynthia's pillow as a joke. However, the son has found the real cat poo and exposes the father's prank, causing the father to become embarrassed. The document also contains information about an educational program and resources for teaching adolescent literacy, including instructional models, texts and strategies.

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.

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

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 . . .

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

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

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

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.

28. Power Strategy Texts

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.

32. Independent Reading Texts

33. Professional Development Text

34. Book Pass- Authentic Text

35. Book Pass Comments Author Title

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

38. Book in a Day!

41. Think * Pair * Share Share Pair Think

47. T E A C H E R ‘ S G U I D E

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

50. Book Talk Page 2

51. Teacher’s Guide

54. Classroom Layout Page 7

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

56. Page 10

57. Page 11

58. Page 12

60. Page 12

61. Page 12

62. Page 12

64. Page 13

65. Page 40

66. Page 42

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 . . .

75. Share Pair Think Think * Pair * Share

77. Independent Reading Texts

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?

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.

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