Plugged In To Nonfiction Slide Share

Plugged-in To Nonfiction 1


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 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.


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.


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.


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.


Books by Dr. Janet Allen

On the Same Page: Shared Reading Beyond the Primary Grades

Yellow Brick Roads: Shared and GuidedPaths 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 Workshopin 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, RivetingRead-Alouds (with Patrick Daley)

Using Literature to Help Troubled TeenagersCope with End-of-Life Issues

Best Little Wingman

Inside Words: Tools for Teaching AcademicVocabulary 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 CountyLiteracy 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 BYRead Aloud

•Shared Reading•Guided Reading

•Independent Reading•ILE

ReadAloud

•Shared Writing•Guided Writing

•Independent Writing•ILE

Test-taking

Strategies

•Portfolios•Conferences•Read & Retell•Running Records•Rubrics

•Self & Peer- assessment•Rubrics•Surveys


“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


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


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)


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


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 Teacher-Directed InstructionInstruction

Peer-Supported Peer-Supported LearningLearning

Self-Directed Self-Directed LearningLearning

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 Teacher-Directed InstructionInstruction


Strategy SkillA 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

Revisit stages to facilitate transfer

•Independent use

•Motivated problem-solving

•Diverse applications

reinforced through


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


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 Peer-Supported LearningLearning

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 TextsPower Strategy Texts


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


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 Self-Directed LearningLearning

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 PassTitle Author Comments


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.


Book PassTitle Author Comments

Journeys for Freedom

Susan Beckey/Elspeth Leacock

Pictures, timeline, history


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!


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.


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.


Plugged-in to Reading Sample Annual Schedule

6-week Grading PeriodsBack to School!

Plugged-in to Reading Plugged-in to Nonfiction Other Resources

1st 6-week grading pd.

Create a classroom communityPre- post-assessments Student SurveyWhole-class strategic shared reading of core novel Independent Reading

Create a classroom communityPre- post-assessments Student SurveysWhole-class strategic shared reading of core text Independent Reading

2nd 6 week grading pd. Literature Circles

Independent ReadingPower Strategy GroupsIndependent Reading

3rd 6-week grading pd.

Whole-class strategic shared reading of core novel Independent Reading

Power Strategy GroupsIndependent Reading

4th 6-week grading pd.

Literature CirclesIndependent Reading

Whole-class strategic shared reading of core text Independent Reading


Whole-class strategic shared reading of core novelIndependent Reading






Plugged-in to Reading Sample Annual Schedule

9-week Grading PeriodsBack to School!

Plugged-in to Reading Plugged-in to Nonfiction

Other Resources

1st 9-weeks

Create a classroom communityPre-assessments Student SurveysWhole-class strategic shared reading of core novel Independent Reading

Create a classroom communityPre-assessments Student SurveysWhole-class strategic shared reading of core text Independent Reading

2nd 9-weeks

Weeks 1 – 4

Weeks 5 - 9


Literature CirclesIndependent Reading


3rd 9-weeks Whole-class strategic shared reading of core novel Independent Reading

Whole-class strategic shared reading of core textIndependent Reading

4th 9-weeks

Weeks 1 – 4

Weeks 5 - 6


Post-assessmentsStudent SurveysLiterature CirclesIndependent Reading

Post-assessmentsStudents SurveysPower Strategy GroupsIndependent 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


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


Classroom Layout

Page 7


Scheduling: You Can’t Do It All!

Page 9


Page 10

Plugged-in To Nonfiction 57Page 11


Page 12


HOOK

Read Aloud

Previewing Text

Word Sort


Page 12


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!


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)

an on-going process that informs instruction . . .

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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


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


Turn & Talk

Discuss:

Teachers Role

Students’ Roles

Materials


Guided Practice -Plan Together

• Use Teacher’s Guide

• Resource Binders

• Print Books


Share

Pair

Think




• 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

• 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?

What is my role during

Independent Reading?

How do I assess?


Additional Resources- Resource Binder

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

2. 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


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

This program needs you.”This program needs you.”

Dr. Janet AllenDr. Janet Allen


Turn and Talk

• Create a “to do” list

• Discuss questions/challenges

Plugged In To Nonfiction Slide Share

Education

Transcript of Plugged In To Nonfiction Slide Share